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READING FOR ETHIOPIA’S ACHIEVEMENT DEVELOPED TECHNICAL ASSISTANCE (READ TA) PROJECT

Quarterly Report JULY 1 to SEPTEMBER 30, 2016

Submission Date: OCTOBER 30, 2016 Cooperative Agreement Number: AID-663-A-12-00013 Activity Start Date and End Date: OCTOBER 8, 2012, to OCTOBER 8, 2017 AOR Name: Marc Bonnenfant Submitted by: RTI INTERNATIONAL

Bole Medhanialem, Mafi City Mall 5th Floor, Addis Ababa Tel: +251-116 62 6788

This document was produced for review by the United States Agency for International Development.

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TABLE OF CONTENTS

ListofTables...................................................................................................3

Abbreviations.................................................................................................4

1. ProgramOverview/Summary.................................................................51.1 ProjectDescription.............................................................................................61.2 SummaryofResultstoDate,QuarterlyReport.................................................71.3 SummaryofResultstoDate,AnnualReport.....................................................8

2. ActivityImplementationProgress..........................................................92.1 ProgressNarrative..............................................................................................92.2 ImplementationStatus....................................................................................10

IR1.READINGANDWRITINGMATERIALSAPPROPRIATEFORPRIMARYCLASSROOMSANDPRE-SERVICEANDIN-SERVICETEACHERTRAININGDEVELOPED.......................12IR2:LANGUAGE-SPECIFICTEACHINGANDLEARNINGMETHODOLOGIESANDSTRATEGIESTHATFOCUSONHELPINGSTUDENTSLEARNTOREADANDWRITEEFFECTIVELYAREAPPLIED..........................................................................................20IR3:LANGUAGETEACHINGANDLEARNINGSUPPORTEDBYAPPROPRIATETECHNOLOGYANDTEACHINGAIDS...........................................................................24IR4:TECHNICALASSISTANCETOSUPPORTRSEBsANDTHEMOEFORTHEREADINSTITUTIONALIMPROVEMENT.................................................................................31

2.3 ImplementationChallenges.............................................................................43

3. LessonsLearned...................................................................................43

4. FinancialExpenditure...........................................................................44

AnnexA:PerformancePlanandReportofProgressSummary,byQuarter45

AnnexB:SuccessStory.................................................................................47

AnnexC:Leadershipcommunicationstoolkit:sharinginformationaboutthenewmothertonguecurriculummaterialsandenlistingsupportforimplementation....................................................................................47

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LIST OF TABLES Table1.Summaryofresultstodate,quarterlyreport..............................................................................7

Table2.Summaryofresultstodate,annualreport..................................................................................8

Table3.Pre-primaryEnglishcurriculumdeskreviewworkshopparticipants.........................................13

Table4.Grades9–12Englishcurriculumdeskreviewworkshopparticipants........................................13

Table5.WorkshoptodraftminimumEnglishcompetenciesfortransitionandpre-primarythroughGrade12Englishlanguagecurriculumflowchart....................................................................................14

Table6.Pre-primaryandGrades1–8Englishlanguagecurriculumdocumentsrevisionworkshop.......15

Table7.Validationofrevisedpre-primaryandGrades1–8Englishlanguagecurriculumdocuments...17

Table8.PhaseoneGrades1–8Englishscope-an-sequencedevelopmentworkshopparticipants........18

Table9.PreparationworkshopforGrades1–8MasterTrainers’training..............................................20

Table10.Grades5–8MasterTrainers’trainingforAdaptingAddisAbaba,Amhara,DireDawa,andSNNPRregions/cityadministrations........................................................................................................21

Table11.Grades1-4MasterTrainers’trainingforadaptingDireDawaandSNNPRregion/cityadministration.........................................................................................................................................22

Table12.AdaptationofGrades1–8teachermodelvideoreviewinstrumenttosevenMTs.................25

Table13.InstructionalaccommodationofGrade2teachers’guidesinsevenMTs...............................28

Table14.FinalizeddecodableandleveledSRMsforGrades1–4...........................................................29

Table15.MOEassignedregionalquotaonSCCsfordistributionofdonatedEnglishsupplementarybooks.......................................................................................................................................................30

Table16.DevelopmentofEnglishversionModule6:MT223–Children’sLiteratureinMT.................31

Table17.DevelopmentofEnglishversionModule7:MT221–DevelopingReadingSkillsinMT.........31

Table18.AdaptationofModule5:MT212–IntroductiontoLanguageandLinguistics........................32

Table19.AdaptationofModule6:MT223–Children’sLiteratureinMotherTongue..........................33

Table20.ValidationofEnglishversionModule5:MT212–IntroductiontoLanguageandLinguistics34

Table21.ValidationofEnglishversionModule6:MT223–Children’sLiteratureinMotherTongue...35

Table22.Validationofadaptedpre-serviceModule5(MT212)............................................................35

Table23.Post-validationoftheadaptedpre-serviceModule5.............................................................36

Table24.MTco-facilitatorsforCTEteachereducators’trainingsonModule5(Saba-basedMTgroup)......................................................................................................................................................37

Table25.MTco-facilitatorsforCTEteachereducators’trainingsonModule5(Latin-basedMTgroup)......................................................................................................................................................37

Table26.Trainingofteachereducators(Saba-basedlanguagegroups)onModule5...........................38

Table27.Trainingofteachereducators(Latin-basedlanguagegroups)onModule5...........................38

Table28.M&EofModule4(MT322)implementationatCTEs..............................................................39

Table29.RegionallevelCBworkshoponMTCurriculumM&E..............................................................41

Table30.Participantsofworeda-levelMTcurriculumimplementationM&Etrainings.........................41

Table31.WorkshoponmonitoringandformativeevaluationofMTcurriculumfortheMOE..............42

Table32.PlannedbudgetforQ1ofYear5.................................................Error!Bookmarknotdefined.

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Table33.Performanceplanandreportofprogresssummary,fiscalyear(FY)2017.............................45

ABBREVIATIONS AAU AddisAbabaUniversityBfA BooksforAfricaCAEB CityAdministrationEducationBureauCB capacitybuildingCEICT CenterforEducationalInformationandCommunicationTechnologyCRC Cluster Resource CenterCTE CollegeofTeacherEducationELE English language educationESA EnglishSituationAnalysisFSU FloridaStateUniversityFY fiscalyearG&IE genderandinclusiveeducationICT informationcommunicationsandtechnologyIR intermediateresultM&E monitoringandevaluationMLC MinimumLearningCompetencyMOE MinistryofEducationMT mothertongueQ quarterR&C readingandcurriculumREADTA ReadingforEthiopia’sAchievementDevelopedTechnicalAssistanceRSEB RegionalStateEducationBureauSCC SchoolClusterCenterSCI SavetheChildrenInternationalSNNPR SouthernNationsNationalitiesandPeoples’RegionSRM supplementaryreadingmaterialTBD tobedeterminedTDP teacherdevelopmentprogramTLL TsehaiLovesLearningTMT TeachingMotherTongueTT TeacherTrainerUSAID USAgencyforInternationalDevelopmentUSD USdollarsUSG UnitedStatesGovernmentWEO WoredaEducationOfficeWKW WhizKidsWorkshopZED ZoneEducationDepartment

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1. PROGRAM OVERVIEW/SUMMARY ProgramName:

ReadingforEthiopia’sAchievementDevelopedTechnicalAssistance(READTA)Project

ActivityStartDateandEndDate:

October8,2012,toOctober8,2017

NameofPrimeImplementingPartner:

RTIInternational

CooperativeAgreementNumber:

AID-663-A-12-00013

NameofSubcontractors/Sub-awardees:

SILLEAD,SavetheChildrenInternational,WhizKidsWorkshop,Inveneo,BooksforAfricaandFloridaStateUniversity

MajorCounterpartOrganizations:

MinistryofEducationandRegionalStateEducationBureaus

GeographicCoverage(citiesand/orregions):

NationwidewithprojectofficesinAmhara(BahirDar),Tigray(Mekelle),Oromia(AddisAbaba),Ethio-Somali(Jigjiga),andSNNPR(Hawassa).

ReportingPeriod:July1–September30,2016

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1.1 Project Description

InitiatedinOctober2012,theReadingforEthiopia’sAchievementDevelopedTechnicalAssistance(READTA)projectisa5-year(2012–2017)USAgencyforInternationalDevelopment(USAID)-fundedinitiativetoimprovethereadingandwritingperformanceof15millionprimarystudentsinsevenEthiopianlanguages(Amharic,Af-Somali,AfaanOromo,Tigrinya,SidaamuAfoo,Wolayttatto,andHadiyyisa)andEnglish.

WorkingcloselywiththeMinistryofEducation(MOE)andRegionalStateEducationBureaus(RSEBs),READTAisimplementedbyRTIInternationalandsixotherimplementingpartners:SavetheChildrenInternational(SCI),FloridaStateUniversity(FSU),WhizKidsWorkshop(WKW),SILLEAD,Inveneo,andBooksforAfrica(BfA).

READTAisamajorcomponentintheefforttowardimprovingthelearningoutcomesofprimary-schoolstudents,specificallyinreadingandwriting.Inthisregard,theprojectaimstoachievethefollowingfourintermediateresults(IRs):

§ IR1:Readingandwritingmaterialsappropriateforprimaryclassroomsandpre-serviceandin-serviceteachertrainingdeveloped

§ IR2:Languagespecificteachingandlearningmethodologiesandstrategiesthatfocusonhelpingstudentslearntoreadandwriteeffectivelyareapplied

§ IR3:Languageteachingandlearningsupportedbyappropriatetechnologyandteachingaids

§ IR4:TechnicalassistancetosupportRSEBsandtheMOEfortheREADInstitutionalImprovement

WhileworkingtoachievetheseIRs,READTAalsostrivestoaddressthreecrosscuttingthemesofparamountimportanceincomplementingitsefforts:(1)genderandinclusion,(2)capacitybuilding(CB),and(3)informationcommunicationsandtechnology(ICT).

READTAcoordinatesprojectactivitiesfromitscentralofficeinAddisAbaba,butalsooperatesinfiveofthebiggestregionsofEthiopia.IthasopenedofficesintheregionalcapitalsofAmhara,Oromia,Ethio-Somali,SouthernNationsNationalitiesandPeoples’Region(SNNPR),andTigrayregionalstates.TheprojectalsoremotelyworkswiththeAddisAbaba,Afar,Benishangul-Gumuz,Gambella,DireDawa,andHarariregionalstates/cityadministrations.

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1.2 Summary of Results to Date, Quarterly Report

Table1.Summaryofresultstodate,quarterlyreport

Standard Indicators

Baseline Fiscal Year (FY) 2013

Annual Target

Quarter (Q)1 FY 2016

Q2 FY 2016

Q3 FY 2016

Q4 FY

2016

Annual Performance Achieved to the End of Reporting Period (%)

On Target

Y/N

Number of teachers, educators, and

teaching assistants who successfully

completed in-service training or received

intensive coaching or mentoring with US

Government (USG) support

0 25,877 41 (26 male)

Master trainers for adapting

regions

— —

— 0.158% Yes

Number of teachers, educators, and

teaching assistants who successfully

completed pre-service training with USG

support

0 To be

determined

(TBD)*

0 — — — 0% Not

applica

ble

(N/A)

Number of textbooks and learning

materials developed

0 16 0 — — — 0% Yes

Number of administrators and officials

successfully trained with USG support

0 500** 449 (400 male)

(403 [367 male] leadership

CB from Oromia region + 46

[33 male] CB for MOE)

— — — 89.8% Yes

Note: The Annual Performance column depicts the level of achievement expressed as a percentage of actual versus planned.

*Annual target for number of teachers, educators, and teaching assistants who successfully completed pre-service training with USG support cannot be determined by READ TA. It will depend on number of teacher trainees who graduate from Colleges of Teacher Education (CTEs) using the READ TA developed course modules. **Target only includes capacity building for the five READ TA target regions and the MOE. The target for adapting regions will be based on the regions readiness and need, which will be determined on a case-by-case basis.

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1.3 Summary of Results to Date, Annual Report

Table2.Summaryofresultstodate,annualreport

StandardIndicatorsBaseline

FY2013

ActualPriorYear

(ifapplicable)

AnnualTarget

AnnualActual Out-Year1

TargetOut-Year2Target

AnnualPerformance

AchievedtotheEndofReporting

Period(%)

OnTarget

Y/N

Numberofteachers,educators,andteachingassistantswhosuccessfullycompletedin-servicetrainingorreceivedintensivecoachingormentoringwithUSGsupport

0 66,478 25,877 41(26male) N/A N/A 0.158% Yes

Numberofteachers,educators,andteachingassistantswhosuccessfullycompletedpre-servicetrainingwithUSGsupport

0 NotAvailable*

TBD** 0 N/A N/A N/A N/A

Numberoftextbooksandlearningmaterialsdeveloped

0 288 16 0 N/A N/A 0% Yes

Number of administrators and officials

successfully trained with USG support0 2576 500*** 449 (400 male) N/A N/A 89.8% Yes

*READTAhasnotyetobtaineddataonthenumberofCTEgraduateswhousedtheREADTAdevelopedCTEcoursemodules.ItwillbeincludedinFiscalYear(FY)2016/2017quarter(Q)2report.

**Annualtargetfornumberofteachers,educators,andteachingassistantswhosuccessfullycompletedpre-servicetrainingwithUSGsupportcannotbedeterminedbyREADTA.ItwilldependonnumberofteachertraineesgraduatingfromCTEsusingtheREADTAdevelopedcoursemodules.

***Target only includes capacity building for the five READ TA target regions and the MOE. The target for adapting regions will be based on the regions readiness and need, which will be determined on a case-by-case basis.

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2. ACTIVITY IMPLEMENTATION PROGRESS 2.1 Progress Narrative

READTAmadegoodprogressduringthereportingperiodacrosstheprojectIRs.Theprojectwasfinallyable to start the revision of the primary-level English curriculum in Ethiopia, which included thecompletionofthefoundationalstepsinthereviewandrevisionoftheprimarylevelEnglishlanguagecurriculum.Theseincludedthepre-primaryandGrades9–12Englishcurriculumdeskstudies;thepre-primary and Grades 1–8 English language syllabus, Minimum Learning Competencies (MLCs) andcontent reviewand revision; andgrade-level scopeand sequencedocument (which ishalfway tocompletion).OthernoteworthyachievementsduringQ1included,Grades1-8MasterTrainerstrainedforadaptingregions/cityadministrations(inAddisAbaba,DireDawa,Amhara,andSNNPR),ateachertraininggrantsignedwiththeMOEtotrainatotalof11,647Grades1–8MTteachersinfouradaptingregions,andcapacitybuildingtrainingsprovidedforeducationalleadersandexpertsofOromiaregion,an activity carried over from Year 4 due to security problems. In addition, READ TA’s efforts toimplementassistivetechnologypilot initiativesprogressedwell thisquarterasregionally identifiedandapprovedassistivetechnologyitemswereprocuredandbeingpreparedfordistributiontotargetschools.AlthoughmostactivitiesunderthefourIRswereimplementedasscheduled,therewereafewactivitiesthatweredelayedduetoreasonslargelybeyondthecontroloftheprojectandrelatedtothenationaleducationsectorconferencecalledbythegovernmentinthequarter.

Lookingcloselyattheprogressofactivitiesalongwiththeproject’sIRs,Year5activitiesunderIR1(Readingandwritingmaterialsappropriateforprimaryclassroomsandpre-serviceandin-serviceteacher training developed) were largely about providing technical assistance to the MOE inimprovingEnglish language teachingatprimary schools.Basedon theEnglishCurriculumRevisionactionplanpreparedandapprovedtowardstheendofYear4,READTAaccomplishedmostoftheactivitiesscheduledforQ1.Specifically,READTAconducteddeskstudiesonpre-primaryandGrades9–12Englishcurriculummaterialsandproducedareport; revisedthepre-primaryandGrades1–8Englishlanguagesyllabus,MLCs,andcontentthatwerevalidatedinQ1;anddevelopedgrade-levelscopeandsequenceforEnglishthatishalfwayfromcompletion.AlthoughREADTAplannedtofinalizethescope-and-sequencedevelopmentinQ1,thedevelopmentworkhadtostopmidwayasworkshopparticipantshadtoattendthenationaleducationsectorconferencecalledbythegovernment.

Activities lined up for the reporting quarter under IR 2 (Language-specific teaching and learningmethodologiesandstrategiesthatfocusonhelpingstudentslearntoreadandwriteeffectivelyareapplied)progressedwell inQ1 asREADTA signeda teacher training grantwith theMOE to trainGrades1–8teachersinfouradaptingregionsandtrainedGrades1–4andGrades5–8MasterTrainersin preparation for the teachers’ training in the five adapting regions. However, teacher trainingpreparationactivitiesforGrades5–8inREADTAtargetregionswasnotconductedinthequarterasexpected because the activities hinge upon the availability of the Grades 5–8 student books andteachers’guides,whichhavenotyetbeenprintedbytheMOEorthetargetregions.Moreover,astherehasbeennocleardirectionfromtheMOEonthementoringframeworkdevelopedinYear4,READTAwasnotabletoproceedwiththetrainingofmentorsasplanned.

IR3READTAactivities(Languageteachingandlearningsupportedbyappropriatetechnologyandteacher aids) progressed well in Q1. Quarterly accomplishments included the development andadaptationofamodelvideoreviewtoolinsevenmothertongues(MTs),theprocurementofapprovedassistive technology items and software, finalization of 133 supplementary reading materialsdevelopedatawriter’sworkshopinYear4,andtheshipmentofthefirstthreecontainersofdonatedEnglish supplementary reading materials. Activities that were not accomplished in the quarter

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includedproductionofTsehaiLovesLearning(TLL)episodes,whichawaitMOEdirectionandtrainingonassistivetechnologypilotinitiatives.

IR4(TechnicalassistancetosupportRSEBsandtheMOEfortheREADinstitutionalimprovement)activitiesweremostlyonschedule.Majoraccomplishmentsincludedthedevelopment,adaptation,and validation of two new pre-service course modules (Modules 5 and 6) and English versiondevelopmentofathirdModule(Module7).READTAalsotrainedMTteachereducatorsfromthe36CTEs onModule 5 to help start the pilot implementation of themodule at CTEs. Data from pilotimplementationofModule4wassharedamongateamofCTEinstructorstoinformrevisionsofthemodulethatarescheduledforQ2.READTAalsorolledoutoneregional-levelandfourworeda-levelmonitoringandevaluation(M&E)CBworkshopsforMTcurriculumimplementationinOromiaregion,aworkshop carriedover fromYear 4. In addition, theMOEand11RSEB curriculumexpertsweretrainedonmonitoringandformativeevaluationofMTcurriculumimplementation.

2.2 Implementation Status

ThissectionpresentsasummaryofREADTA’sprogressacrossitsfourIRsforYear5,Q1(July–September2016).

READTAquarterlyachievementsforIR1includedthefollowing:

§ ConductedadeskreviewofthePre-PrimaryEnglishcurriculumwiththreelocalconsultants,threeMOEexperts,andtwoREADTAstaffina6-dayworkshopfromJuly4–9,2016.

§ ConductedadeskreviewofGrades9–12Englishcurriculumwithareviewteamcomposedoftwolocalconsultants,aninternationalconsultant,fourMOEexperts,andaREADTAstaffina6-dayworkshopheldJuly13–19,2016.

§ ProvidedtechnicalassistancetotheMOEindesigningafieldstudyreviewofGrades9–12EnglishlanguagecurriculumthroughreviewingtheMOE’sfieldstudyproposal.

§ RevisedandvalidatedtheEnglishlanguagecurriculumdocumentsforPre-PrimaryandGrades1–8(e.g.,syllabus,MLCs,andcontents)inaworkshoporganizedfromJuly29–August19,2016,with55(9women)workshopparticipantsrepresentingtheMOEandthe11regions.

§ DevelopedaportionofscopeandsequenceforGrades1–8EnglishcurriculumfromAugust26–September8,2016inAddisAbabawith41(7women)languageexperts,curriculumexperts,andgrade-levelteachersrepresentingtheMOEandthe11regions.

QuarterlyachievementsforIR2included:

§ Trained17(9women)Grades1–4MasterTrainersforadaptingDireDawaandSNNPRand24(6women)Grades5–8MasterTrainersforadaptingAddisAbaba,Amhara,DireDawa,andSNNPRRegions/CityAdministrationsfromAugust29–September7,2016atBishoftu.

§ WorkedwithRSEBstocollectandorganizeMTteachers’datainpreparationforteachertrainingrollouts.

§ IssuedateachertraininggranttotheMOEtotrain11,647Grades1–8MTteachers,where5,333willbeGrades1–4MTteachersfromadaptingDireDawaandSNNPRregion/cityadministrationand6,314willbeGrades5–8MTteachersfromAddisAbaba,Amhara,DireDawa,andSNNPRregions/cityadministrations.

QuarterlyachievementsforIR3includedthefollowing:

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§ DevelopedandadaptedinstrumenttoreviewtheuseofGrades1–8modelvideosatCTEswith28(6women)MOE,RSEB,ZoneEducationDepartment(ZED),andCTElanguageexpertsfromAugust3–4,2016.

§ IntroducedinstrumenttoreviewtheuseofGrades1–8modelvideosatCTEsto193(38women)CTEMTinstructorsonAugust11andAugust18,2016.

§ Procuredidentifiedsoftwareapplications,smartphones,andspecialheadphonesfortheassistivetechnologypilotprojects.

§ Conductedworkshoptoproduceaninstructionallyaccommodatingteacher’sguideforhardofhearingorlowvisionstudents.AccommodationrevisionswereconductedonsevenMTGrade2teachers’guidesby11(5women)READTAregionalGenderandInclusiveEducation(G&IE)andReadingandCurriculum(R&C)SpecialistsfromSeptember21–24,2016.

§ DevelopedatrainingmanualforassistivetechnologypilotinitiativesinEnglish.

§ Finalizedillustrationworkon133(37decodableand96leveled)supplementaryreadingmaterialsin Amharic, Afaan Oromo, Af-Somali, Hadiyyisa, Sidaamu Afoo, Wolayttatto, and TigrinyalanguageswiththeREADTAR&CSpecialists.

§ ShippedthefirstsetofthreecontainersofdonatedEnglishsupplementarybookstothePortofDjibouti.ThebookswillbetransportedtoAddisAbaba,sorted,packedanddistributedto1,000SchoolClusterCenters(SCCs)throughoutEthiopia.

QuarterlyachievementsforIR4includedthefollowing:

§ ValidatedtheEnglishversionofModule5,adaptedittosevenMTs,validatedthesevenMTversionsofthemodule,andconductedpost-validationcommentincorporationinvolvingrepresentativesfromtheMOEandthefiveregions.

§ DevelopedtheEnglishversionofModule6(MT223–Children’sLiteratureinMT)fromJuly4–22,2016with15(onewoman)expertsfromthesevenregions;validatedtheEnglishversionwith30(6women)MOE,RSEB,ZED,andCTEexpertsfromAugust1–2,2016;andadaptedtheEnglishversiontosevenMTswith44(4women)CTEs,RSEBs,andMOEexpertsfromAugust22–September8,2016.

§ DevelopedtheEnglishversionofModule7(MT221–DevelopingReadingSkillsinMT)with12(3women)representativesfromthesevenregionsandtheMOEfromAugust22–September8,2016inAddisAbaba.

§ Trained11(onewoman)trainingco-facilitatorswhohelpedtrain193(38women)CTEMTinstructorsonthenewlydevelopedModule5(MT212)attwotrainingevents.

§ ConductedadatasharingworkshopfortheM&EofModule4(MT322)onAugust19,2016,withsixparticipantsfromtheAmhara,Oromia,Tigray,andEthio-Somaliregions.

§ Builtcapacityfor99(11women)regionalRSEBheads,viceheads,processowners,andexpertsfromOromiaRegiononM&EofMTcurriculumimplementationin3-dayworkshopheldinAdama.

§ Builtcapacityfor304(25women)woredaeducationalleadersandexpertsfromOromiaRegiononM&EofMTcurriculumimplementationduringfour,4-dayworkshopsheldinAdama,Jima,Gimbi,andWoliso.

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§ Builtcapacityfor16(5women)MOEexpertsand30(8women)RSEBexpertsonmonitoringandformativeevaluationofMTcurriculumina5-dayworkshopheldJuly26–30,2016inAdama.

IR 1. READING AND WRITING MATERIALS APPROPRIATE FOR PRIMARY CLASSROOMS AND PRE-SERVICE AND IN-SERVICE TEACHER TRAINING DEVELOPED

1.4. Develop Reading and Writing Materials for English AftertheEnglishSituationAnalysis(ESA)study,whichwasconductedinYear3,READTAplannedtomove forwardwith the revisionofEnglish curriculum forGrades1–8duringYear4.However, theEnglish curriculum revision activity did not take place in Year 4 due to the delay by theMOE onapprovingtheplan.READTAwasfinallyabletooutlineandvalidateadetailedactionplanforEnglishcurriculumrevisionfollowingMOE’sverbalconfirmationobtainedfromtowardstheendofYear4.Hence,inYear5,READTAstartedimplementingthevalidatedEnglishcurriculumrevisionactionplanthatwasdeveloped inYear4.Quarterlyachievements in implementing theEnglish curriculumaredescribedinthesectionsbelow.1.4.5.ImplementPlanforEnglishLanguageCurriculumRevisionFoundational steps in revising the pre-primary through Grades 12 English language curriculummaterialswerecompletedduringQ1.These includedadesk reviewconductedon thepre-primaryEnglish curriculum;minimumEnglish language requirements identified for transition frommothertonguetoEnglishasamediumof instruction;adraftflowchartdevelopedforpre-primarythroughGrade12;syllabusandMLCsrevisedandvalidatedforpre-primarythroughGrade8;andacontentmapdeveloped forGrades1–8.Moreover,asperREADTA’sadditionalassignment tosupport therevisionoftheGrades9–12Englishlanguagecurriculum,adeskstudywasconductedontheGrades9–12EnglishlanguagecurriculumandtechnicalassistancewasprovidedindesigningafieldstudyforGrades9–12.Below followsadescriptionof activities in revising thepre-primary toGrades12English languagecurriculummaterialsalongwithaccomplishments. 1.4.5.1.Reviewandrevisepre-primaryandGrades1-12Englishlanguagecurriculumdocuments(e.g.,syllabus,MLCs,andcontent)

1.4.5.1a.Conductdeskreviewofpre-primaryEnglishcurriculum

READTA’saccomplishmentsduringYear4includedtheESAconductedwiththepurposeofidentifyinggapsthathindertheeffectiveimplementationoftheprimary-levelEnglishcurriculummaterialsandinformareasthatneedrevision.ThesituationanalysisthatcompriseddeskandfieldstudiesontheGrades1–8English curriculummaterials indicated significant gaps that called for a revisionof thecurriculummaterials.Although READ TA’s initial mandate was Grades 1–8, to analyze and evaluate the suitability andprogressive sequenceofEnglishcurricula frompre-primaryeducation throughGrade12, theMOErequested READ TA to also undertake a review and revision of the pre-primary and Grades 9-12curriculummaterials.Inafollow-upconsultationwithUSAID,READTAagreedtoconductdeskreviews

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forpre-primaryandGrades9–12curriculummaterialsandconsequentlyrevisethesyllabus,MLCs,andflowchartforthelevels.Basedonsuchanagreement,adeskreviewforthepre-primaryEnglishcurriculumwasaccomplishedduringthereportingquarter.Inpreparationforthedeskreview,READTAfirstidentifiedandrecruitedthreelocalconsultantsandaninternationalconsultant(whoworkedremotely).Thedeskreviewofthepre-primaryEnglishcurriculumwasconductedbytheconsultants,whowerejoinedbythreeMOEandtwoREADTAexpertsina6-dayworkshopfromJuly4–9,2016attheREADTAcentraloffice(Table3).Thedeskreviewteamdevelopedcurriculumreviewguidingquestions,identifiedrelevantliteratureonresearchandexperiencesfromEthiopiaandothercountriesonhowtoaddresstheissueofEnglishcurriculumforpre-primary,andreviewedexistingpre-primaryEnglishcurriculummaterials.Materialsreviewed include the Pre-Primary to Grade 12 Curriculum Framework (2009) and the PrimaryEducationStandardandPrimaryEducationSyllabus(2009),whichwerereviewedinlightofthereviewguidingquestionsandrelevantliterature.Finally,theteamproducedadeskstudyreportthatoutlinedspecificrecommendationsinrevisingthepre-primaryEnglishcurriculum.

Table3.Pre-primaryEnglishcurriculumdeskreviewworkshopparticipants

Region Organization Position Women Men Total

AddisAbaba

University-AddisAbabaUniversity

AssistantProfessor 0 1 1Englishconsultant 0 1 1

MOE Experts(curriculum,English) 0 3 3CTE-Kotebe Lecturer 0 1 1READTA Programstaff 1 1 2

Total 1 7 81.4.5.1b.ConductdeskreviewofGrades9–12EnglishcurriculumAdeskreviewoftheGrades9–12Englishcurriculummaterialswascompletedduringthisreportingquarter.InpreparationfortheGrades9–12Englishcurriculumdeskreview,READTAsetupareviewteamcomposedoftwolocalconsultants,aninternationalconsultant,fourMOEexperts,andaREADTA staffmember (Table 4). The review team conducted theGrades 9–12 English curriculumdeskreviewina6-dayworkshopheldJuly13–19,2016attheREADTAcentraloffice.InreviewingtheGrades9–12Englishcurriculum,thereviewteaminitiallydevelopedreviewtools;reviewed existing curriculummaterials, such as syllabi, student books, and teachers’ guides; andproducedadeskstudyreviewreportonGrades9–12EnglishcurriculuminEthiopia.Thedeskstudyexplored both English language education (ELE) as amedium of instruction, aswell as ELE in thecontext of specific content areas. Educational policies were critically reviewed with the aim ofdiscerning the logical scope and sequence of education pedagogy. The scope and relevance ofacademic vocabulary, competencies, and skills were evaluated to determine if they adequatelysupportedstudentperformance in thecontentareas, therebyproviding themeans toasuccessfultransitiontohighereducationorotherprofessionalcareers.ThedraftdeskreviewreportwassharedinternallyandlaterwiththeMOEforreviewandfeedback.READTAwillfinalizetheGrades9–12deskreviewreportinQ2.

Table4.Grades9–12EnglishcurriculumdeskreviewworkshopparticipantsOrganization Position Women Men Total

University-AAU,Mekelle Englishconsultants 0 2 2

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Organization Position Women Men Total

MOE Curriculumexperts 0 2 2Englishlanguageexperts 0 2 2

READTA/SILLEAD Consultant 0 1 1READTA/RTI Programstaff 0 1 1Total 0 8 8

1.4.5.1c.ProvidetechnicalassistancetotheMOEindesigningandanalyzingafieldstudyreviewofGrades9–12EnglishlanguagecurriculumAsdescribedin1.4.5.1.b,READTAconductedadeskreviewoftheGrades9–12curriculummaterialsinQ1. Inadditiontoconductingthedeskreview,READTAalsocommittedtotechnicallysupportafieldstudyonGrades9–12EnglishcurriculummaterialsthatwillbeundertakenbytheMOE.Thefieldstudywillexaminethecurrent implementationof theGrades9–12Englishcurriculummaterialsatschoolsbycollectingdatafromteachersandstudents.OutcomesofthefieldstudywillsupplementthedeskreviewthatwasalreadyconductedandwillhelptheMOEandtheprojectunderstandtheoverallsituationoftheGrades9–12EnglishcurriculummaterialsinEthiopiansecondaryschools.As per a prior agreement with the MOE while planning for the Grades 9–12 English curriculummaterials fieldstudy,READTA’s technicalsupportwill focusonreviewingthefieldstudyproposal,developingdatacollectioninstruments,analyzingdatafromthefieldstudy,andproducingacombinedfieldstudyanddeskstudyreports.Aspartofthisplan,READTAtechnicalexpertsconvenedwithMOEcounterparts to discuss the issues surrounding the initial activities to begin the field study work.Consequently,theMOEdevelopedafieldstudyproposalthatitsharedtoREADTAforfeedback.READTAreviewedtheproposalandprovideditsfeedbackontheproposaltowardstheendofSeptember2016,Q1.1.4.5.2.RevisetheEnglish languagecurriculumdocuments forpre-primaryandGrades1–8(e.g.,syllabus,MLCs,andcontent)Following finalization of the pre-primary English curriculum desk review, READ TA moved to therevisionoftheEnglishlanguagecurriculumdocumentsforpre-primaryandGrades1–8.Inpreparationfortherevisionofthecurriculardocuments,ateamofsixexpertscomprisinglanguageconsultants,MOErepresentatives,andREADTAexpertsdraftedaminimumrequirementforstudentstotransitionfrommothertonguetoEnglishasamediumofinstruction.Theteamalsoproducedadraftflowchartforpre-primarythroughGrade12inaworkshopconductedfromJuly25–28,2016(Table5).

Table5.WorkshoptodraftminimumEnglishcompetenciesfortransitionandpre-primarythroughGrade12Englishlanguagecurriculumflowchart


AddisAbaba

University-AddisAbabaUniversity Englishconsultant 0 1 1

MOECurriculumexpert 0 1 1Curriculumexpert 0 1 1SeniorexpertforEnglish 0 1 1

READTA Programstaff 1 0 1SNNPR READTA Programstaff 0 1 1

Total 1 5 6The revision of the curriculumdocumentswas conducted in aworkshop organized from July 29–August19,2016inAddisAbaba.TheworkshopwasledbytwohiredlocalEnglishlanguageconsultants

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withsupportfromtheREADTAReadingandCurriculumSpecialist.Atotalof55(9women)workshopparticipants representing theMOE and the 11 regions of Ethiopia worked on the revision of thecurriculum materials organized in revision teams (Table 6). The revision teams were typicallycomposedofgradelevelteachers,Englishlanguageexperts,andcurriculumexpertsfromtheMOEandthe11RegionsinEthiopia. Duringthefirstthreedaysoftheworkshop,workshopparticipantsreceivedpreparatorypresentationsonREADTA’sexperience inmothertonguecurriculumdevelopment,therationaleforthenationalprimaryEnglishlanguagecurriculumrevision,curriculumapproachesinlanguageteaching,theREADTAapproaches, including issueson transition,andelements incurriculumrevision,which includedintroductionof the curriculum revision tools. Eachpresentationwas followedby a discussion andreflectionsession thatallowedworkshopparticipants togainabetterunderstandingandpracticalguidanceinrevisingcurriculumdocuments.In the subsequent 19 days following the orientation presentations, workshop participants weregroupedintothreeteams(pre-primary,Grades1–4,andGrades5–8teams)andreviewedthedraftminimum requirement for students to transition frommother tongue to English as amedium ofinstructionandthedraftflowchartfrompre-primarythroughGrade12.TheseitemswereimportanttoensureastronglinkandflowacrossgradelevelEnglishcurricularmaterials.Later on, the workshop participants revised the pre-primary and Grades 1–8 syllabi, MLCs, andflowchart. Inaddition,a contentmapwasdeveloped forGrades1–8.The revisionof the syllabus,MLCs,andcontentforboththepre-primaryandGrades1–8wasan iterativeprocessthatrevisionteams collaborated in refining revised curriculum documents. The workshop consultants closelysupported revision teams providing guidance and feedback throughout the process. After theworkshop,theconsultantsreviewed/editedtherevisedcurriculumdocuments,andmadetherevisedcurricularmaterialsreadyforvalidation.

Table6.Pre-primaryandGrades1–8Englishlanguagecurriculumdocumentsrevisionworkshop


AddisAbaba

University-AAU AssistantProfessor 0 1 1 Englishconsultant 0 1 1

MOE Experts(curriculum,English) 0 7 7

CityAdministrationEducationBureau(CAEB)-AddisAbaba Englishteacher 1 0 2School Teacher 3 1 4CTE-Kotebe Lecturer 0 1 1

AfarRSEB-Afar Curriculum

implementer 0 1 1CTE-Asayita Lecturer 0 1 1

Amhara

ZED-Awi TDPexpert 0 1 1University-BahirDar AssistantProfessor 0 1 1School Teacher 0 1 1CTE-Dessie AssistantProfessor 0 1 1

Benishangul-Gumuz

CTE-Gambella Englishinstructor 0 1 1School Teacher 0 1 1

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DireDawaRSEB-DireDawa Englishteacher 1 2 3

Englishexpert 0 1 1School Englishteacher 0 7 7

Gambella

CAEB-AddisAbaba Englishlanguagecurriculumexpert 0 1 1

CTE-Gambella Lecturer 0 1 1School Englishteacher 1 0 1

HararSchool Englishteacher 1 0 1CTE-Harar Teamleader 0 1 1

Lecturer 0 1 1

Oromia

School Englishteacher 0 1 1University-Ambo Englishteacher 0 1 1CTE-Sebeta Englishteacher

educator 0 1 1

SNNPR

University-WolayttattoSodo,Hawassa Lecturer 1 1 1School Englishexpert 0 1 1RSEB-SNNPR Languageexpert 0 1 1READTA R&CSpecialist 0 1 1

Ethio-SomaliRSEB-Somali Languageexpert 0 1 1HighSchool Englishteacher 0 2 2

Tigray

University-Mekelle Lecturer 0 1 1HighSchool Teacher 0 1 1RSEB-Tigray Curriculum

performer 0 1 1CTE-Adwa Lecturer 1 0 1

Total 9 46 551.4.5.3.Validatethepre-primaryandGrades1–8Englishlanguagesyllabus,MLCs,andcontentsFollowing the revision of the pre-primary and Grades 1–8 English language syllabus, MLCs, andcontents,READTAorganizedaworkshoptovalidatetherevisedcurriculumdocumentsbyaqualityassuranceteamcomposedofMOEexperts.Thevalidationalsoinvolvedcurriculumprocessownersorrepresentativesofthe11RSEBs,aswellasafewmembersofthecurriculumdocumentsrevisionteamsatthevalidationworkshopthattookplacefromAugust22–25,2016inAddisAbaba(Table7).During the validation workshop, participants received presentations on the rationale behind thecurriculumrevision,aswellastherevisionprocessfollowed.Moreover,theywereintroducedtothevalidationchecklist.Thevalidationworkshopparticipantswerelatergroupedintogradelevelteamstoreviewandvalidatetherevisedcurriculumdocuments.Subsequently,validationteamsreviewedthe revised curriculum documents (e.g., syllabus,MLCs, and contents), provided feedback on therevised documents which were also deliberated upon in plenary sessions, and incorporatedcomments.Apartfromthelocalconsultantswhofacilitatedtheworkshop,aninternationalconsultantfromRTItechnicallysupportedthevalidationoftherevisedpre-primaryandGrades1–8curriculumdocuments.

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Table7.Validationofrevisedpre-primaryandGrades1–8Englishlanguagecurriculumdocuments


AddisAbaba

MOE

Experts(language,curriculum,teacherdevelopmentprogram[TDP]) 0 11 11

University-AAU AssistantProfessor 1 0 1CTE-Kotebe Lecturer 0 1 1CAEB-AddisAbaba Expert 1 0 1READTA Programstaff 0 1 1

Amhara

HighSchool Teacher 1 0 1University-BahirDar AssistantProfessor 0 1 1CTE-Dessie AssistantProfessor 0 1 1READTA Programstaff 0 1 1

DireDawa RSEB-DireDawa Englishlanguageexpert 0 1 1Gambella RSEB-Gambella Headcurriculum 0 1 1Harar CTE-Harar Assistantdeputy 0 1 1Oromia University-Ambo Englishteacher 0 1 1

SNNPR

University-WolayttattoSodo Lecturer 0 1 1University-Hawassa Englishexpert 1 0 1RSEB-SNNPR Curriculumcoordinator 0 1 1READTA Programstaff 0 1 1

Ethio-Somali

CTE-Dr.Abdulmejid Languageinstructor 0 1 1READTA Regionalmanager 0 1 1

TigrayUniversity-Mekelle Lecturer 0 1 1RSEB-Tigray Casemanger 1 0 1READTA Programstaff 0 1 1

Total 4 27 321.4.5.4.ConsultativemeetingwithstakeholderstodiscusstheirexperienceinimplementingexistingGrades9–12EnglishlanguagecurriculumDuringthereportingquarter,READTAwasnotabletoproceedwiththeconsultativemeetingwithstakeholderstodiscussontheexistingGrades9–12Englishlanguagecurriculumasplanned.ThiswasbecausetheMOEpreferredtofirstundertakethefieldstudybeforeholdingtheconsultativemeeting.1.4.6.DeveloprevisedGrades1–8EnglishlanguagecurriculummaterialsFollowingcompletionofthereviewandrevisionofthecurriculumdocumentsduringthereportingquarterasdescribedin1.4.5.1,READTAbegandevelopmentofgrade-levelscopeandsequenceforGrades1–8.Thescope-and-sequencedevelopmentwasplannedtobeundertakenintwophasesastherewerevariouspublicholidays,includingtheEthiopianNewYear,thatrequiredabreak.READTAwasable toconduct the firstphaseof thescope-and-sequencedevelopmentworkshopduring thereportingquarter.DetailonthequarterlyprogressofdevelopingrevisedGrades1–8Englishlanguagecurriculummaterialsispresentedinthesectionsbelow.

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1.4.6.1.DevelopscopeandsequenceforGrades1–8EnglishcurriculumREADTAorganizedthefirstphaseofascopeandsequencedevelopmentworkshopforGrades1–8Englishcurriculummaterials fromAugust26–September8,2016 inAddisAbaba.Two localEnglishlanguageconsultantsledtheworkshopwiththesupportofaninternationalconsultantfromtheRTIhomeoffice. Theworkshopparticipants included language experts, curriculumexperts, and gradelevel teachers representing the MOE and the 11 regions. There were a total of 41 (7 women)participantswhowerealsopartofthereviewandrevisionofthecurriculumdocuments(Table8).Duringtheworkshop,participantsreceivedpresentationsonscope-and-sequencedevelopmentandinclusiveeducation.Participantswerelaterintroducedtoatemplateforusewhendevelopingscopeand sequence, and grouped into grade-level teams. The grade-level teams started developing thescopeandsequencefortheirassignedgrades.Draftscopeandsequencedocumentsdevelopedbyteamswere presented to plenary, deliberated upon, and subsequently refined. At the end of thescope-and-sequencedevelopmentworkshop,thegrade-levelteamswereabletofinalizemuchoftheEnglishlanguagescopeandsequenceforGrades1–8.AlthoughREADTAplannedtofinalizethedevelopmentandvalidationoftheEnglishlanguagescopeandsequencedocumentsforGrades1–8duringSeptember2016,thiswasnotcompletedduetothenationwidemeetingofteachersandeducationalleadersthattheteamshadtoattend.Hence,READTAplanstofinalizeandvalidatetheEnglishscopeandsequencedocumentinOctober2016,Q2.

Table8.PhaseoneGrades1–8Englishscope-an-sequencedevelopmentworkshopparticipants


MOE Expert(curriculum,language,English) 0 4 4

University-AAU AssistantProfessor 0 1 1RSEB-AddisAbaba Englishteacher 1 0 1School Englishteacher 1 1 2

AfarRSEB-Afar Curriculumimplementer 0 1 1CTE-Asayita Lecturer 0 1 1

Amhara

ZED-Awi TPD 0 1 1University-BahirDar AssistantProfessor 0 1 1School Teacher 0 1 1CTE-Dessie AssistantProfessor 0 1 1

Benishangul-Gumuz

CTE-Gambella Englishinstructor 0 1 1School Teacher 0 1 1

DireDawa RSEB-DireDawa Englishlanguageexpert 0 1 1Teacher 0 1 1

GambellaRSEB-AddisAbaba Curriculumexpert 0 1 1CTE-Gambella Lecturer 0 1 1School Englishteacher 1 0 1

HararSchool Englishteacher 1 0 1CTE-Harar Teamleader 0 1 1

Lecturer 0 1 1

OromiaSchool Englishteacher 0 1 1University-Ambo,Wollega Lecturer 1 1 2

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Region Organization Position Women Men TotalRSEB-Oromia Languageexpert 0 1 1CTE-Sebeta Englishteachereducator 0 1 1

SNNPR

University-WolayttattoSodo,Hawassa Lecturer,Englishexpert 1 2 3School Englishteacher 0 1 1RSEB-SNNPR Languageexpert 0 1 1

Ethio-SomaliSchool Teacher 0 1 1RSEB-Somali Languageexpert 0 1 1

Tigray

University-Mekelle Lecturer 0 2 2School Teacher 0 1 1RSEB-Tigray Curriculumperformer 0 1 1CTE-Adwa Lecturer 1 0 1

Total 7 34 411.4.6.2.ValidatetheGrades1–8scope-and-sequencedocumentThe development of the Grades 1–8 English language scope-and-sequence document was notcompletedinQ1duetothenationwideeducationsectormeetingdevelopmentteamshadtoattend.Hence,READTAwasnotabletoconductvalidation/reviewofthescopeandsequencedocumentasscheduled.READTAplanstoholdthevalidation/reviewinOctober2016(Q2).

1.5. Provide technical assistance to RSEBs in developing MT curriculum for additional languages (upon official request through MOE) READTAhasalreadydeliveredtechnicalassistanceforthesevenMTsoutlinedinitsoriginalscopeofwork.However,theprojectisstillcommittedtooffertechnicalassistance,intheformofexpertise,tocurriculum development in other MTs, provided that the MOE officially requests the assistance.Towards the end of Year 4, the Harari region officially requested READ TA’s technical assistancethroughtheMOE.1.5.1.ProvidetechnicalassistancetoRSEBsindevelopingMTcurriculumforadditionallanguages(uponanofficialrequestfromtheMOE)FollowingtheHarariRegion’srequestfortechnicalassistance,inQ1,READTAworkedwiththeHarariRSEBtohelpdevelopaplantodevelopcurriculummaterialsintheHararimothertongue.TheRSEBpreparedtheplan,whichREADTArefinedandreturnedtotheRSEB.READTAiswaitingfortheRSEBtoschedulethedevelopmentofthecurriculummaterialsinHararimothertongue.Inthemeantime,theprojecthasidentifiedaconsultantandaR&CSpecialistwhowillsupporttheRSEB.

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IR 2: LANGUAGE-SPECIFIC TEACHING AND LEARNING METHODOLOGIES AND STRATEGIES THAT FOCUS ON HELPING STUDENTS LEARN TO READ AND WRITE EFFECTIVELY ARE APPLIED

2.2. Train Master Trainers and Teacher Trainers for Grades 1–8 InYear5,READTAwillcontinuetoprovideitstechnicalassistanceinteachertraining.ThetrainingaimstofamiliarizeprimaryschoolMTteacherswiththecontents,methods,andapproachesoftherevisedMTcurriculum,therebyenhancingtheirteachingpracticeinsupportingstudentstolearntoreadandwriteeffectively.TheMOEandRSEBswillconducttrainingsforprimaryschoolMTteachers,mainlyfortheGrades5–8teachers,inthefiveREADTAregionsandtheGrades1–8MTteachersintheremainingsevenadaptingregions.TheprojectwilltrainMasterTrainersandTeacherTrainers(TTs)tosupportthecascadedtrainingmodel.Thiswill,however,onlyoccurforRSEBsthatmanagedtoprintanddistributestudentbooksandteacherguidestoschools.Duringthereportingquarter,READTAtrainedGrades5–8MasterTrainersontherevisedcurriculummaterials foradaptingAddisAbabaandDireDawacityadministrations,aswell as theSNNPRandAmhara regions. READ TA also trained Grades 1–4 Master Trainers for adapting Dire Dawa cityadministrationandSNNPR.READTAalreadytrainedGrades1–4MasterTrainersforadaptingAddisAbabacityadministrationandtheAmharaRegion.DetailsonquarterlyachievementintrainingMasterTrainersandTeacherTrainersispresentedinthesectionsbelow.2.2.1.b. TrainMaster Trainers for Grades 5–8MT curriculum in RSEBs/CAEBs that have alreadyprintedanddistributedMTbooksAshasbeenthepracticeinREADTA,thetrainingofMasterTrainersandTeacherTrainersiscontingentuponthereadinessofRSEBsinavailingteachers’guidesandstudentbooksatschools,whichneedtobe officially confirmed by the MOE. During Year 5, Q1, the MOE confirmed that four adaptingregions/city administrations (out of nine) were able to print and distribute Grades 5–8 books toschools,whilenoneofthefivetargetregionswereabletodoso.Hence,duringthereportingquarter,READTAorganizedaworkshoptotrainGrades5–8MasterTrainersforthefouradaptingregions/cityadministrationsthatwerereadyforthetraining.TheobjectiveofthetrainingwastointroduceMasterTrainerstothenewMTcurriculumandbuildtheircapacitytotrainTeacherTrainersintheirrespectiveregions.PreparationsfortheGrades5–8MasterTrainerstrainingweremadefromAugust25–27,2016attheREADTAcentralofficeinAddisAbaba.READTAregionalR&CSpecialists,CBandPolicySpecialists,andG&IESpecialistscollaboratedtopreparethetrainingscheduleandmaterialswithsupportfromREADTAcentral technical experts (Table9).AsGrades1–4MasterTrainers trainingwasalso scheduledduringthereportingquarterforadaptingSNNPRandDireDawaCityadministration(see2.2.1cbelow),theteamalsorevisedthescheduleandtrainingmaterialsthatwerepreviouslydevelopedforGrades1–4MasterTrainersinYear4.

Table9.PreparationworkshopforGrades1–8MasterTrainers’training

Organization Region Position Women Men TotalREADTA/RTI AddisAbaba Technicaladvisors 1 0 1

Amhara R&CSpecialist 0 1 1CBSpecialist 0 1 1

SNNPR R&CSpecialist 1 2 3

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Organization Region Position Women Men TotalCBSpecialist 0 1 1

Ethio-Somali R&CSpecialist 0 1 1CBSpecialist 0 1 1

Tigray R&CSpecialist 0 1 1CBSpecialist 0 1 1

Total 2 9 11The Grades 5–8 Master Trainers’ training for the adapting four regions/city administrations wasconductedfromAugust29–September8,2016atBishoftu.TheMTsadaptedwereAmharicforAddisAbaba and SNNPR; AfaanOromo for Amhara; andAmharic, AfaanOromo, andAf-Somali forDireDawa.AteamofsixREADTA/RTIspecialists,whoalsopreparedthetrainingmaterials,facilitatedthetraining.Thetrainingfocusedonthecomponentsoflanguageskillsparticularlyreadingandwriting,genderresponsiveinstruction,inclusiveeducationandmodelingofteachingapproachessuggestedinrevisedGrades5-8curriculummaterials.Atotalof24(6female)Mastertrainers,selectedthroughanMOE set criteria, were trained in the 11-day training. The training was also attended by MOErepresentativesandRSEB/CAEBfocalpersonstoenablethemtosupportsubsequentteachertrainingrolloutsfromtheirrespectiveroles(Table10).

Table10.Grades5–8MasterTrainers’trainingforAdaptingAddisAbaba,Amhara,DireDawa,andSNNPRregions/cityadministrations

Regions/CityAdministration AdaptedMTLanguage

MasterTrainersTrainedMen Women Total

DireDawaAmharic 2 1 3AfaanOromo 2 1 3AfSomali 3 0 3

Amhara AfaanOromo 2 1 2AddisAbaba Amharic 4 1 5SNNPR Amharic 5 2 7

Total 18 6 242.2.1.c.TrainMasterTrainersforGrades1–4inadaptivesevenregionsfor10languagecommunitiesGrades1–4MasterTrainerswerealreadytrainedinYears3and4forthefivetargetregionsandtwoofthenineadaptingregions/cityadministrations.Therefore,READTAplannedtotrainGrades1–4MasterTrainersfortheremainingsevenadaptingregionsinYear5.Asmentionedin2.2.1.b,READTAtrainsMasterTrainersandTeacherTrainersafterreceivingMOEconfirmation on the readiness of RSEBs/CAEBs in availing teachers’ guides and student books atschools.Duringthereportingquarter,READTAreceivedMOEconfirmationonthereadinessoftwoofthe seven adapting regions/cities to train Grades 1–4 teachers, namely the Dire Dawa CityAdministrationandSNNPR.Thus, theGrades1–4MasterTrainers’ training for theadaptingDireDawaandSNNPR region/cityadministrationtookplaceconcurrentwiththeGrades5–8MasterTrainerstraining(see2.2.1.b)fromAugust 29–September 7, 2016 at Bishoftu. TheMTs adapted forDireDawawereAmharic,Afaan-Oromo,andAf-SomaliandAmharicforSNNPR.ThetrainingwasfacilitatedbyateamoffiveREADTA/RTIspecialistswhoalsorevisedthetrainingmaterials.Thetrainingfocusedonthecomponentsoflanguageskills,particularlyreadingandwriting,genderresponsive instruction, inclusiveeducation,

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andmodelsofteachingapproachessuggestedintherevisedGrades5–8curriculummaterials.TraineeMasterTrainersreceivedtheoreticalandpracticalskillsonteachingreadingtoenablethemtotransferskillsforTeacherTrainersinthenextphaseofregionaltrainingevents.Atotalof17(9women)MasterTrainers,selectedthroughMOEcriteria,weretrainedduringthe10-daytraining.Thetrainingwasalsoattended by MOE representatives and RSEB/CAEB focal persons to enable them to supportsubsequentteachertrainingrollouts(Table11).

Table11.Grades1-4MasterTrainers’trainingforadaptingDireDawaandSNNPRregion/cityadministration

Regions/CityAdministration AdaptedMTLanguages MasterTrainersTrained

Men Women Total

DireDawaAmharic 2 1 3AfaanOromo 2 1 3Af-Somali 3 0 3

SNNPR Amharic 1 7 8Total 8 9 17

2.2.1.d.TrainMasterTrainersforGrades5–8inremainingregionsDuring the reporting quarter, READ TA trained Grades 5–8 Master Trainers for four adaptingregions/cityadministrationsthatdemonstratedreadinessforthetrainingasofficiallyconfirmedbytheMOE.Fiveadaptingandfivetargetregionsremainthathavenotyetdemonstratedthereadinessforthetraining.READTAwillholdconsultationswiththeMOEandUSAIDonhowtoproceed,asitneedstorolloutthetrainingsinYear5.2.2.2.b.TrainTTsforGrades5–8MTcurriculuminRSEBsandCAEBsthathavealreadyprintedanddistributedMTbooksREADTAhadplans to conduct the trainingofGrades5–8TeacherTrainers for four (AddisAbaba,Amhara,DireDawaandSNNPR)oftheadaptingregions/cityadministrationsthatalreadyhadtrainedMasterTrainers.However,thetrainingwasrescheduledforQ2duetothenationwideteachersandeducational administrators meeting called by the government that required all teachers andadministratorstoparticipate.

2.2.2.c.TrainTTsforGrades1–4inadaptivesevenregionsfor10languagecommunitiesREADTAhadplannedtoconductthetrainingofGrades1–4TeacherTrainersfortwooftheadaptingregions/city administrations (Dire Dawa and SNNPR) that already had trained Master Trainers.However,similarto2.2.2.b,thetrainingwasrescheduledforQ2duetothenationwideteachersandeducational administrators meeting called by the government that required all teachers andadministratorstoparticipate.

2.3. Support for teacher mentoring InYear4,READTAworkedinconsultationwiththeMOEandRSEBstodevelopandvalidateateachermentoring manual and approach adapted in seven MTs. However, the mentoring approach andmanualdevelopedwerenotlaunchedatschoolsasapprovalfromtheMOEwaspending.Therefore,READTA’sYear5focusistoholdaconsultationwiththeMOEonthedevelopedmaterialstoseeifthealreadydevelopeddocumentscanbeimplementedorifthereisaneedtoexplorealternativeoptionstoteachersupportforreadinginstructionatschools.

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2.3.1.1a. Conduct consultationswith theMOE and RSEBs on implementation of developed andadaptedmentoringapproachDuring the reportingquarter, regionally validatedandapprovedmentoring frameworkdocumentswerecompiledandsubmittedtotheMOE,accompaniedbyofficialRSEBletters.However,theMOEhasnotyetapprovedthementoringframework.READTAhascontinuouslyheldaseriesofmeetingswiththeMOEtoprompttheirdecisiononthematter,butthesehaveyieldednoresults.Nevertheless,READTAwillcontinuetoholdconsultationswithMOEandRSEBsdecisionmakersuntilwereceiveacleardirectiononMTteachers’mentoring. 2.3.3.Trainmentorsonmentoringmanualandapproach2.3.3.1.TraintrainersofmentoringforGrades1–8forsevenMTsAstheMOEhasnotyetprovidedcleardirectiononhowto implementtheMTteachersmentoringmanual,thisactivitywasnotconductedduringthereportingquarter.2.3.3.2. Train mentors on mentoring manual and approach and provide technical support fortrainingofremainingmentorsThisactivitywasnotconductedduringthereportingquarterduetoadelayedpredecessoractivity,2.3.3.1.

2.4. Provide technical assistance to RSEBs for planning teacher training and promoting effective instruction and innovation 2.4.3.UtilizeinnovativeapproachestosupporttheRSEBstoinstitutesystematicchangetoimprovereadingandwritingteachertrainingandsupportsystemsDuringthereportingquarter,READTA/SCIregionalstaffcloselyworkedwiththeirrespectiveRSEBsto collectandorganizeMT teachers’data.Datawasbeing collected from the targetandadaptingregionsdisaggregatedbyemployer(governmentandprivateschools)andtrainingstatusintherevisedMTcurriculum(trainedanduntrained).READTA/SCIcloselyworkswiththeMOEMotherTongueandEnglishLanguageDevelopmentDirectoratetorefinedatasothatitcanbeusedforplanningofteachertrainingrollouts.TeachersdatacollectedwasusedtoplanforMasterTrainersandTeacherTrainerstraining in the ready adapting regions. The datawill also inform subsequent teacher training andsupporteffortsyettobeaccomplishedinYear5.

2.5. Administer grant to MOE for training of teachers 2.5.1.AdministergranttoMOEfortrainingofteachersBuildinguponexperiencefromtheadministrationofthefirstthreeteachertraininggrantsdisbursedinYear4,READTAworkedtoensurereadinessoftheMOEandRSEBsforteachertrainingrolloutsand, subsequently, issued the fourth grant to theMOEduring the reporting quarter. The grant issigned to train a total of 11,647 Grades 1–8MT teachers; 5,333 of thesewill be Grades 1–4MTteachersfromadaptingDireDawaandSNNPRregion/cityadministration,while6,314willbeGrades5–8MTteachersfromAddisAbaba,Amhara,DireDawa,andSNNPRregions/cityadministrations.TheteachertrainingsareexpectedtoberolledoutinQ2basedonaschedulethatwillbesharedbytheMOE.

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IR 3: LANGUAGE TEACHING AND LEARNING SUPPORTED BY APPROPRIATE TECHNOLOGY AND TEACHING AIDS

3.1. Develop Multimedia Teaching Aids for Grades 1–8 in Seven MTs The twomajormultimedia teachingaidsREADTAplanned toproducewere theTLLepisodesandmodelteachervideosforGrades1–8insevenMTs.READTAproducedmodelteachervideosinYears3 and 4. In Year 5, READ TA began preparations to review or revise the videos, as needed,demonstrating its commitment to ensure the usability of the resources. The project also startedconsultationswith theMOE tomove forwardwith the production of the TLL episodes thatwerecarriedoverfromYear4. 3.1.4.ProductionofTLLEpisodes(10min,8episodesfor7MTs)3.1.4.1.DevelopeightTLLepisodescriptsinEnglishandAmharicthatenhanceandsupportMTimplementationThedevelopmentofepisodesofthechildren’seducationaltelevisionshowTsehaiLovesLearningwasscheduled for Q1. However, pending consultations with the MOE on moving forward with thedevelopment of the episodes, READ TAwas not able to proceedwith script development for theepisodesinthereportingquarter.READTAwillembarkontheactivityassoonasitobtainsapprovalfromtheMOE.3.1.4.2.AdaptandvalidateTLLepisodescriptstotheadditionalsevenMTsThisactivitywasnotconductedduringthereportingquarterduetoadelayedpredecessoractivity,3.1.4.1.3.1.4.3.ProductionofTLLepisodes(10min,8episodesfor7MTs)inAmharicanddubbingintosixMTsThisactivitywasnotconductedduringthereportingquarterduetoadelayedpredecessoractivity.3.1.4.1.Develop8TLLepisodescriptsinEnglishandAmharicthatenhanceandsupportMTimplementationThisactivitywasnotconductedduringthereportingquarterduetoadelayedpredecessoractivity.3.1.4.2.AdaptandvalidateTLLepisodescriptstotheadditionalsevenMTsThisactivitywasnotconductedduringthereportingquarterduetoadelayedpredecessoractivity.3.1.4.3.ProductionofTLLepisodes(10min,8episodesfor7MTs)inAmharicanddubbingintosixMTsThisactivitywasnotconductedduringthereportingquarterduetoadelayedpredecessoractivity. 3.1.5.ReviewandreviseGrades1–8modelvideos,asneededAlthoughREADTAfinalizedthedevelopmentofGrades1–8modelteachervideosinpreviousprojectyears, it intends to ensure the usability of the resources.Hence, READ TA conducted preparatoryactivities to reviewand,asneeded, revise themodel teachervideosduring the reportingquarter.Detailsofthepreparatoryactivitiesaredescribedinthesectionsbelow.3.1.5.1.DevelopandadaptinstrumenttoreviewtheuseofGrades1–8modelvideosatCTEsDuringQ1,READTAdevelopedaninstrumenttoreviewtheuseoftheGrades1–8modelvideosatCTEs. The instrument was first internally drafted by READ TA/RTI,WKW, and FSU staff and later

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reviewed, enriched, and finalized in aworkshop organized by READ TA/WKWon August 3, 2016.Duringthe1-dayworkshop,participantsfromtheMOE,READTA/RTI,WhizKids,andFSUproducedonegeneraltoolforGrades1–8andtwospecifictoolsforGrades1–4andGrades5–8inEnglish.READTA/WKWalsoheldaworkshoponAugust4,2016toadapttheEnglishversionoftheinstrumentintosevenMTs.TheworkshopwasattendedbyMOE,RSEB,ZED,andCTElanguageexperts.Atotalof32participantsattendedandfirstreceivedpresentationontheEnglishinstrumentandlaterworkedingroupstoproduceadaptedvideoreviewinstrumentsinthesevenMTs(Table12).

Table12.AdaptationofGrades1–8teachermodelvideoreviewinstrumenttosevenMTs


AddisAbabaMOE Experts(Language,MT,ICT) 2 6 8READTA/RTI Programstaff 0 2 2READTA/WKW Programstaff 2 0 2

AmharaRSEB-Amhara Expert 1 0 1CTE-DebreBerhan MTlecturer 0 1 1READTA/RTI R&CSpecialist 0 1 1

OromiaRSEB-Oromia Languageexpert 0 1 1CTE-Sebeta MTlecturer 0 1 1

SNNPR

RSEB-SNNPR Expert 1 0 1ZED-Wolayttatto Curriculumexpert 0 1 1ZoneEB-Hadiya TDPcoordinator 0 1 1University-WolayttattoSodo Lecturer 0 1 1HighSchool Teacher 0 1 1READTA/RTI Programstaff 0 1 1

Ethio-SomaliREB-Somali Languageexpert 0 1 1READTA/RTI Programstaff 0 1 1

Tigray

CTE-Adwa Teamleader 0 1 1WoredaEducationOffice(WEO) Instructor 0 1 1READTA/RTI R&CSpecialist 0 1 1

Total 6 22 283.1.5.2.TrainCTEMTteachereducatorsonusingMTvideosDuring Q1, READ TA/FSU had a training scheduled to introduce the newly developed pre-servicecourseModule 5 to CTE instructors. READ TA/WKW took the opportunity during this training tointegrate a session on the model video review instruments developed in the quarter. Thus, CTEinstructors who came for module training received orientation on how the instruments weredevelopedandhowtousetheinstrumentstoreviewMTmodelteachervideos.MTversionsofthereviewinstrumentswerealsodistributedtotheCTEinstructorstofilloutafterusingthemodelvideosintheirclassroomforasemester.ThesensitizationsessionsonthemodelteachervideoreviewinstrumentswereheldonAugust11andAugust18,2016,reaching193(38women)CTEMTinstructors.DetailsonthenumberofparticipantscanbereferredfromTable26andTable27inIR4.2.2.2.

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READ TAwill collect the filled-out instruments from college deans at the end of the semester inDecember 2016. But, to ensure instruments’ completeness, READ TA/WKW will keep track ofinstructorsandmakeamonthlycalltoremindthemonusingthevideosandrecordingtheirfeedbackontheinstrument.

3.2. Deploy ICT Package and Capacity Building to Support Pre-Service MT Instruction in CTEs 3.2.2.3.ProcureadditionalICTpackageequipmentasdeterminedduringCTEmaintenancevisitsDuringthereportingperiod,READTA/InveneoproducedareportonthestaffcapacityandREADMTpackageequipmentstatusofeachCTEandRSEB.READTA/InveneoworkedcloselywithREADTA/RTItodevelopthedetails required fordetermininghowmuch ICTpackageequipment toprocureandsubmitted a compatible updated version of the report. READ TA/Inveneo also submitted arecommendedequipmentprovisionlistbasedonthedatainthereportandfollowupcommunicationwithCTEsandRSEBstoprovideamaterialslisttobeusedforprocurement.TheprocurementoftheadditionalequipmentandtheirdeliverywillthereforebeconductedinQ2.3.2.4.BuildcapacitytosupportCTEICTPackage(initialcapacitybuiltduringYear4)3.2.4.2.TrainandbuildcapacityofMOECEICTDirectoratetomonitorandmanagetheREADMTpackageREAD TA heldmultiplemeetingswithMOECEICT staff on approaches formoving theMOECEICTtowardsastrongercommittedrelationshiptoREADTA.TheMOECEICTnowplanstomoveforwardwiththecommitmentsoutlinedintheMOUthatwassignedinYear4toensuretheimplementationandsustainabilityoftheREADMTpackage.READTA/Inveneoalsostartedbuildingcurriculumfor theMOECEICT ICTstaff’sREADMTPackageTechnicalTrainingtobeprovidedinOctober.3.2.5.ProvideongoingtechnicalsupportforCTEICTpackage3.2.5.1.ProvideongoingtechnicalsupportforCTEICTpackageatregionalandCTElevel–Tier1:CTEICTandTier2:RSEBICTREADTA’splantoprovideongoingtechnicalsupportfortheREADMTpackageattheregionalandCTElevelsstartedinYear4,Q3afterinstallationoftheICTpackagewascompletedinDecember2016.TheongoingtechnicalsupportfocusesonfurtherbuildingthecapacityofCTEandRSEBICTOfficerssothattheycanprovidepreventiveandincidentalmaintenancefortheREADMTpackage.READTA/InveneowillconductmaintenancevisitstoCTEsinthecomingquartersthatwillhelpbuildCTEandRSEBICTofficers’capacitytoprovidethetieredsupport. 3.2.5.2.ProvideongoingtechnicalsupportforREADMTpackageatnationallevel–Tier3:READTA/InveneowithgradualhandovertoMOE

DuringYear5,READTA/InveneocontinuedprovidingremotetechnicalsupportforCTEsandresolvedtechnical problems for failed equipment. It successfully resolved three technical issues via theFreshDeskplatformaswellasansweredbasicnon-incidentaltechnicalquestionsoverthephoneandtheinternet.READTAalsocontinuedpreparationstograduallyhandovertheTier3supporttothe

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MOE.3.2.6.Reviewof ICTpackage foruse,maintenance,andsustainabilityandhandoverTier3supporttoMOECEICTDirectorate

3.2.6.1.ConductreviewofICTpackageforuse,maintenance,andsustainability

DatafromREADTA/Inveneo’sfirstmaintenancevisithasbeengatheredintoareportontheICTandAdministrativestaffcapacityandequipmentstatusateachCTEandRSEBandwillbeusedtoformthebasesofthereviewoftheMTPackageduringtheConsultationWorkshopaimedtobeconductedinNovember2016.

READ TA will also use the tool developed in Year 4 to collect data from CTEs on the use andsustainabilityoftheREADMTpackageduringQ2.

3.2.6.2.HandoveralltoolsandresourcestotheMOECEICTDirectoratetotakeoverTier3support

ThehandoveroftoolsandresourcestotheMOECEICTDirectoratewasisinanearlystageinQ1asbuildingtherelationshipwiththeMOECEICTwasnecessarytoensuretheirreadinessintakeoveroftheTier3supportcurrentlyhandledbyREADTA/Inveneo.TheMOECEICTREADMTPackageTechnicalTrainingwillbeconductednextquarterandREADTA/Inveneowillhandoveroftoolsandresourcesafterwards.

3.3. Implement regional assistive technology capacity building projects InYear4,READTAconductedpreparatoryactivitiesforassistivetechnologycapacitybuildingprojects.ThepreparatoryactivitiesincludedestablishmentofRegionalAssistiveTechnologyWorkingGroupsinthefiveregions,regionalrapiddatacollectiontogaininitialinsightintothesituationofchildrenwithspecial education needs and available support, selection of appropriate region specific assistivetechnologies,andpreparationandvalidationofregionspecificassistivetechnologyactionplans.Year5effortswiththeidentifiedassistivetechnologiesaredescribedinthesectionsbelow.

3.3.5.ProcureapprovedassistivetechnologiesIn Year 4, READ TA organized a workshop to identify region specific and appropriate assistivetechnologies.Oneoftheissuesdiscussedduringtheworkshopwaswiththesustainabilityandvalueof investmentofdifferentassistive technologydevicesand tools. In lightof thediscussion,all fiveregionsoptedforpedagogicalsupportmaterialsonAndroidsmartphonedevices.Althoughwelearnedthatteachershavelimitedexperiencewithsmartphones,withtheexceptionofteachersfromEthio-Somaliregion,theregionsfeltthatthetechnologydevicewasstillappropriategiventhepurposefulandforward-lookingdesignoftheinitiative.Thedecliningpriceofsmartphonesinthemarketwasalsoassumedtoimproveaffordabilityofthetechnologicaldevice.Therefore, in the reporting quarter, READ TA identified and tested several locally assembledsmartphonesandselectedtheTECNOW3Androidphonebecauseofitsfeaturesandprice.Duringtheworkshop conducted in Year 4 to identify appropriate assistive technologies, READ TA selectedHearScreenfromhearScreenandhearZASouthAfrica,andPeekVisionfromPeek,UK.Theselectionwasmade following a comprehensive review of existing vision and hearing screening tools, aftertestingseveraltoolsforeachtype,andcarefulreviewofstudiesandpublicationsontheirscientificrigor. Procurement of the identified software applications, smartphones, and special headphonesstartedtowardstheendofQ1.CalibrationofprocuredsmartphoneswillbeconductedinQ2.DuringQ1,inadditiontoscreeningtools,READTAdevelopedsampleinstructionallyaccommodatedGrade2teachers’guidestobeusedasamodelforinstructionalaccommodationofGrade2teachers’guides.ThatwasfollowedbyaworkshopforaccommodationofGrade2Teachers’Guide insevenMTs.DuringtheworkshopthattookplacefromSeptember21–24,2016(Table13),theREADTAG&IE

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andR&C Specialists collaborated tomodify the teachers’ guides for their respectiveMTs tomoreexplicitlyincludeinstructionalguidanceforchildrenthatarehardofhearingorhavelowvision.

Table13.InstructionalaccommodationofGrade2teachers’guidesinsevenMTs

Organization Region Position Female Male TotalREADTA/RTI Oromia

G&IEandR&Cspecialists

1 1 2Amhara 1 1 2SNNPR 2 1 3Ethio-Somali 0 2 2Tigray 1 1 2

Total 5 6 113.3.6.Implementassistivetechnologypilotinitiativesandmonitorprogress3.3.6.1.DeveloptrainingmanualforassistivetechnologypilotinitiativesREADTAdevelopedatrainingmanual forassistivetechnologypilot initiatives inEnglishduringthereporting quarter. The manual mainly focuses on special needs education, inclusive education,accessibleandmodesttechnologyforhardofhearingandlowvisionstudents,andpedagogicalandmethodologicalsupportforteachers.ThetrainingmanualwillbeadaptedintosevenMTsandpilottestedinQ2.3.3.6.2.DelivertrainingonassistivetechnologypilotinitiativesREADTAwasnotabletoconductthetrainingonassistivetechnologypilotinitiativesduringQ1duetoadelayedpredecessoractivity,3.3.6.2.ThetrainingwillbeconductedinQ2whereREADTAwilltrainteachers,principals,andsupervisorsfrompiloteducationalinstitutions,asperapprovedregionalactionplansandintherespectiveregions.

3.3.7.Evaluatetheimplementationandoutcomeofassistivetechnologyinitiatives3.3.7.1.DevelopresearchdesignandinstrumentsforevaluatingassistivetechnologyinitiativeoutcomesDuringthereportingquarter,READTAdevelopeddatacollectioninstrumentsforevaluatingassistivetechnology initiativeoutcomes. The instrumentswill be adapted to theEthiopian context and theinitiativeinQ2.

3.4. Develop Supplemental Teaching Aids and Resources 3.4.2.ProvidetechnicalassistancetosupportdevelopmentofsupplementaryreadingmaterialsinsevenMTsIn Year4,READTA conductedwriters’workshopswithwriters for the sevenMTs. Theworkshopsaimed to train local languagewriters to compose texts and storiesappropriate forprimary-schoolstudentsinGrades1–8.Moreover,itaimedtotrainlocallanguagewriterstouseBloomsoftwaretoprepare theirownstoriesand text inaprint-ready format.The trainings tookplace in tworoundswhereatotalof49(14women)writersweretrainedforthreeweeks.Duringthetrainingworkshops,thewritersproducedsupplementaryreadingbookletsforeachofthesevenMTs.InQ1,afterfurtherconsultationwithUSAIDandtheMOE,READTAwastaskedtofinalizeandsharethesupplementaryreadingmaterials(SRMs)fortheMOEandRSEBs.Consequently,READTAfinalizedthedraftSRMsfromtheworkshopthrough itsR&Cspecialists.The finalizationworkwasprimarilyrelatedtorefiningexistingillustrationsanddesigningnewillustrationsthatwerenotproducedduring

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theworkshop.SixillustratorsworkedwithsixREADTAR&CSpecialistsforsixMTsandfinalizedtheillustrationwork.Atotalof133SRMsin6MTs,37decodableand96leveled,werefinalizedintheprocess.Table14detailsthenumberandtypeofSRMsfinalized.TowardstheendofQ1,theREADTAR&CSpecialistsbeganreviewingthe finalSRMs.READTAwill sharetheSRMs inQ2after theR&CSpecialistsprovidefinalqualityconfirmation.

Table14.FinalizeddecodableandleveledSRMsforGrades1–4MTsofSRM Grade Decodable Leveled TotalSRMs

Amharic 1 4 1

25

2 1 103 0 54 0 4

5 20SidaamuAfoo 1 6 0

21

2 2 33 0 64 0 4

8 13Tigrinya 1 5 0

24

2 0 93 0 74 0 3

5 19Wolayttatto 1 7 0

20

2 1 33 0 54 0 4

8 12Hadiyyisa 1 6 0

20

2 0 63 0 54 0 3

6 14Af-Somali 1 5 0

23

2 0 93 0 54 0 4

5 18GrandTotal 37 96 133

On theotherhand,AfaanOromoSRMsproducedduring thewriters’workshopwerenot finalizedbecausetheAfaanOromoSRMwriterswerenotwillingtohandoverthestoriestheydeveloped.READTAwillconsultwiththeOromiaRSEBtodiscussoptionsforfinalizingtheAfaanOromoSRMsinQ2.3.4.3.ManagementofSupplementaryEnglishLanguageBookProvisionforSchoolClusterCenters(SCCs)To support andencourageEnglish-language readingandwritingof targetprimary school children,READTAplannedforuptoonemilliondonatedgradeandcontext-appropriateEnglishsupplementarybooks tobeselected,packaged, transported toEthiopia,anddistributed toat least1,000primary

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SCCs.Tosupportthisplan,BfAassistedwithcollecting,selecting,packing,andtransportingthebookstoEthiopia.TowardstheendofYear4,READTAestablishedabookselectioncommitteecomposedof13membersfromtheMOE,RSEBs,andCAEBs.Thecommitteerefineddraftbookselectioncriteria,whichhadbeenpreparedbeforehand,andusedtheupdatedcriteria,alongwiththeMOE’sprimaryEnglishlanguagesyllabus,tochecktherelevanceofdemonstrationbooksthatweremadeavailableforselection.Intheend,thecommitteeaccepted92%ofthedemonstrationbooksthatweremadeavailableforselectionand recommended similar books that fit the categories for provision to Ethiopian primary SCCs.SubsequentactivitiesconductedinYear5aredescribedbelow. 3.4.3.2.SelectprimaryEnglishsupplementarybooksDuringQ1,READTAshared thebookselectioncriteriawithBfA,whichhadbeenapprovedby theREADTAestablishedbookselectioncommitteethatwascomposedofMOEandRSEBdelegates.BfAused the MOE-approved selection criteria to identify appropriate primary English supplementarybooksasthebooksbecomeavailableandshippedtheselectedbookstoPortDjiboutiinQ1(see3.4.3.4fordetails). 3.4.3.3.SelectSCCstoreceivebooksREADTAplanstodistributedonatedEnglishsupplementarybookstoatleast1,000SCCsthroughoutEthiopia.READTArequestedtheMOEtoestablishspecificquotaforregionsbasedondatafromthenumber of cluster primary schools. TheMOE determined specific quota for regions based on thenumberofGrades1–8schoolsavailableineachregion.Table15belowpresentsquotasetforalltheregions/cityadministrations.

Table15.MOEassignedregionalquotaonSCCsfordistributionofdonatedEnglishsupplementarybooks

Region/CityAdministration NumberofSCCsAddisAbaba 24Afar 17Amhara 240Benishangul-Gumuz 17DireDawa 4Gambella 8Harari 3Oromia 399SNNPR 186Ethio-Somali 38Tigray 64Total 1000

3.4.3.4.PackandshipsupplementarybooksDuringthereportingquarter,BfAshippedthefirstsetofdonatedbookstoPortDjibouti.Thebookswereshipped in threecontainersandareexpected to reachPortDjiboutiduring the firstweekofOctoberinQ2.OncethebooksarriveatportDjibouti,alogisticscompanyprocuredbyREADTAwillhandlecustomsclearance,transportthebookstoAddisAbaba,sortthebooksasperguidancefromthebookselectioncommitteeandpackthebooksforeachSCC.READTAwillthenprocureatransportservicetodistributethebookstoSCCs.

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IR 4: TECHNICAL ASSISTANCE TO SUPPORT RSEBs AND THE MOE FOR THE READ INSTITUTIONAL IMPROVEMENT

4.1. Develop Curricula for Reading and Writing Courses in Teacher Education 4.1.1.Developpre-servicecoursematerialsinEnglish:Modules6&7DevelopmentofEnglishversionModule6:MT223–Children’sLiteratureinMTDuringQ1,theREADTA/FSUteamofreadingspecialistsledthedevelopmentoftheEnglishversionofModule6:MT223–Children’sLiteratureinMT(Table16).ThedevelopmentoftheEnglishversionofthe module took place in a workshop conducted from July 4–22, 2016 in Addis Ababa withrepresentativesfromthesevenregionsandtheMOE.

Table16.DevelopmentofEnglishversionModule6:MT223–Children’sLiteratureinMTRegion Language Organization Position W M Total

AddisAbaba MOE Expert 0 2 2

Amharic Amharic DebrebirhanCTE Lecturer 0 1 2DessieCTE 1 0

Oromia Afaan-Oromo JimmaCTE Lecturer 0 1 2NekemtCTE Lecturer 0 1

SNNPR

SidaamuAfoo HawassaCTE Lecturer 0 26Wolayttatto ArbaminchCTE Lecturer 0 2

Hadiyyisa HossanaCTE Lecturer 0 2Ethio-Somali Af-Somali Dr.Abdulmejid Lecturer 0 1 1

Tigray Tigrinya AdigratUniversity Lecturer 0 1 2AbiAddiCTE Lecturer 0 1Total 1 14 15

DevelopmentofEnglishversionModule7:MT221–DevelopingReadingSkillsinMTDuringthereportingquarter,theREADTA/FSUteamofreadingspecialistsalsoledthedevelopmentof the English version of Module 7: MT 221 – Developing Reading Skills in MT (Table 17). ThedevelopmentofthemoduletookplaceinaworkshopconductedfromAugust22–September8,2016inAddisAbabawithrepresentativesfromthesevenregionsandtheMOE.

Table17.DevelopmentofEnglishversionModule7:MT221–DevelopingReadingSkillsinMT

Region Language Organization Position W M TotalAddisAbaba MOE Expert 1 1 2

Amhara Amharic GonderCTE Lecturer 0 1 2DebrebirhanCTE Lecturer 1 0

Oromia Afaan-Oromo MetuCTE Lecturer 0 1 2ShambuCTE Lecturer 1 0

SNNPRHadiyyisa HossanaCTE Lecturer 0 2

4Sidaamu-Afoo HawassaCTE Lecturer 0 1Wolayttatto ArbaminchCTE Lecturer 0 1

Ethio-Somali Af-Somali Dr.AbdulmejidCTE Lecturer 0 1 1Tigray Tigrinya AdwaCTE Lecturer 0 1 1

Total 3 9 12

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4.1.2.Regionaladaptationofpre-servicemodulesin7MTs:Module5AdaptationofModule5:MT212–IntroductiontoLanguageandLinguisticsHaving finalized validation of the English version ofModule 5 (see 4.1.3.1), READ TA/FSU led theadaptationofthemoduletosevenMTsduringQ1.Thirty-eightparticipants(3women)selectedfromCTEs, universities, regional education bureaus, and the MOE took part in the 18-day workshopconductedfromJuly4–22,2016inAddisAbaba(Table18).AspertheusualpracticesinREADTA-ledmoduleadaptationworkshops,thefirstdayoftheworkshopwasusedtosensitizeteachereducatorstotheEnglishversionofthemoduleandrelevantresources.Theadaptinggroupswerealso informedon theadaptationprocedures. Theendof theworkshopconcludedwiththeadaptationofsevenMTversionsofModule5.

Table18.AdaptationofModule5:MT212–IntroductiontoLanguageandLinguisticsRegion Language Organization Position W M Total

AddisAbaba MOE Experts 0 4 4Amharic Amharic BegemiderCTE Lecturer 0 1

5DebreBirhanCTE Lecturer 1 0DebreMarkosCTE Lecturer 0 1GondarCTE Lecturer 0 2

Oromia Afaan-Oromo

FicheCTE Lecturer 0 1

5ShambuCTE Lecturer 1 0BuleHoraCTE Lecturer 1 0AmboUniversity Lecturer 0 1MetuCTE Lecturer 0 1

Ethio-Somali

Af-Somali RSEB Experts 0 2 5DrAbdulmejid Lecturer 0 3SNNPR Sidaamu

AfooHawassaCTE AssistantLecturer 0 1 5Lecturer 0 4

Wolayttatto DolataSodoUniversity Lecturer 0 2

5ArbaminchCTE Lecturer 0 1

AssistantLecturer 0 1AAU MastersStudent 0 1

Hadiyyisa HossanaCTE Lecturer 0 45WachamoUniversity Lecturer 0 1

Tigray Tigrinya AdwaCTE Lecturer 0 24AbiAddiCTE Lecturer 0 2

Total 3 35 38 AdaptationofModule6:MT223–Children’sLiteratureinMotherTongueHaving finalized validation of the English version of the CTE courseModule 6 (see 4.1.3.1), READTA/FSUledtheadaptationofthemoduletosevenMTsduringQ1.Forty-fourparticipants(4women)selectedfromCTEs,universities,regionalandzonaleducationbureaus,andtheMOEtookpartinthe18-dayworkshopconductedfromAugust22–September8,2016inAddisAbaba(Table19).

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Astheusualpractice,thefirstdayoftheworkshopwasusedtosensitizeteachereducatorstotheEnglishversionofthemoduleandrelevantresources.Theadaptinggroupswerealsoinformedontheadaptationprocedures.Moreover,interactiveactivitieswereusedtodemonstrateconcepts,typesofliterature,andclassroomactivities(e.g.,picturebooks,readalouds,anduseofflannelboards).Bytheendoftheworkshop,sevenMTversionsofModule6wereadapted.

Table19.AdaptationofModule6:MT223–Children’sLiteratureinMotherTongueRegion Language Organization Position F M TotalAddisAbaba Amharic MOE Expert 1 2 4Wolayttatto MOE TDP 0 1Amhara Amharic DebretaborCTE Lecturer 0 1

5DebremarkosCTE Lecturer 0 1DessieCTE Lecturer 1 0RSEB Expert 0 1DebrebrhanCTE Lecturer 0 1

Oromia

Afaan-Oromo RSEB Expert 0 1

6

AAU Lecturer 0 1JimmaCTE Lecturer 0 1FicheCTE Lecturer 0 1BulleHoraCTE Lecturer 1 0NekemetCTE Lecturer 0 1

SNNPR Hadiyyisa HossanaCTE Lecturer 0 46WachamoUniversity Lecturer 0 1

ZED Coordinator 0 1Sidaamu-Afoo HawassaCTE Lecturer 0 5

7RSEB TDPexpert 0 1ZED Expert 1 0

Wolayttatto Wolayta SodoUniversity

Lecturer 0 3

6ZED TDPexpert 0 1MOE TDPexpert 0 1ArbaminchCTE Lecturer 0 1

Ethio-Somali Af-Somali Dr.AbdulmejidCTE Lecturer 0 4 5RSEB Expert 0 1Tigray Tigrinya AbiadiCTE Lecturer 0 1

5RSEB TDPexpert 0 1AdwaCTE Lecturer 0 3

Total 4 40 44 4.1.3.Validationofpre-servicemodules 4.1.3.1.ValidationofEnglishversionofpre-servicemodules:Modules5,6,and7During the reporting quarter, the project validated the English versions ofModules 5 and 6. ThevalidationofModule7willbeconductedinQ2.DetailsonthevalidationofEnglishversionpre-servicemodules5and6arepresentedbelow.

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ValidationofEnglishVersionModule5:MT212–IntroductiontoLanguageandLinguisticsTheEnglishversionofModule5wasvalidatedinathree-dayworkshopconductedfromJuly4–6,2016in Addis Ababa. Workshop participants included CTE instructors and MOE, RSEB, and zonerepresentatives for a total of 28 (2 women) people. The Ethio-Somali region did not sendrepresentatives to thevalidationworkshop, therefore,Af-Somaliwasnot representedanddidnotprovide feedback during the validation workshop. The remaining six language groups engaged indiscussionsoflinguisticconceptsandprovidedspecificfeedbackrelatedtolanguageconstructsandmodulecontent.Themodulewaslaterrevisedbasedoncommentsandpreparedforadaptationtothe sevenMTs.Table 20 outlines details on the English version ofModule 5 validationworkshopparticipants.

Table20.ValidationofEnglishversionModule5:MT212–IntroductiontoLanguageandLinguistics

Region Language Organization Position W M TotalAddisAbaba MOE Expert 1 1 2

Amhara AmharicFinoteSelamCTE Lecturer 0 1

3InjibaraCTE Lecturer 0 1DesseCTE Lecturer 0 1

Oromia AfaanOromo

FicheCTE Lecturer 0 13AsellaCTE Lecturer 0 1

AsellaCTE Lecturer 0 1

SNNPR

SidaamuAfoo

ZED Lecturer 0 2

5HawassaCTE AssistantLecturer 0 1RSEB Expert 0 1HawassaCTE Lecturer 0 1

Wolayttatto

CTE AssistantLecturer 0 1

6ZED TDPexpert 0 2ZED Expert 0 1WolaitaSodoUniversity Lecturer 0 2

Hadiyyisa

HosanaCTE Lecturer 0 2

5WachamoUniversity Lecturer 0 1

ZED Expert 0 2

Tigray Tigrinya RSEB TDPexpert 1 0 4AbiAdiCTE Lecturer 1 2Total 3 25 28

ValidationofEnglishversionModule6:MT223–Children’sLiteratureinMotherTongueTheEnglishversionofModule6wasvalidatedina2-dayworkshopconductedAugust1–2,2016inAddis Ababa. Participants included CTE and university instructors and MOE, RSEB, and zonerepresentativesforatotalof30(6women).Participantsengagedindiscussionoftheconcepts;typesof children’s literature; andprovided specific feedback related to the concepts, typesof literaturereflectingtheregions,andmodulecontent.Severalinteractiveactivitieswereusedtodemonstratespecific concepts (e.g., types of poetry and read alouds). Themodulewas later revised based onvalidationcommentsandwaspreparedforadaptationtothesevenMTs.Table21outlinesdetailsontheEnglishversionofModule6validationworkshopparticipants.

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Table21.ValidationofEnglishversionModule6:MT223–Children’sLiteratureinMotherTongueRegion Language Organization Position F M TotalAddisAbaba MOE Expert 1 2 3

Amhara Amharic

DebretaborCTE Lecturer 0 1

6DebremarkosCTE Lecturer 0 1DessieCTE Lecturer 1 0RSEB Expert 0 1DebrebirhanCTE Lecturer 1 1

Oromia AfaanOromo

FicheCTE Lecturer 0 13BulleHoraCTE Lecturer 1 0

NekemetCTE Lecturer 0 1SNNPR

HadiyyisaRSEB Expert 0 2

5WachamoUniversity Lecturer 0 1HossanaCTE Lecturer 0 2

Sidaamu-Afoo

HawassaCTE Lecturer 0 3 4RSEB Expert 1 0

WolayttattoWolayttattoSodoUniversity Lecturer 1 1 3ZED TDPexpert 0 1

Ethio-Somali Af-Somali

Dr.AbdulmejidCTE Lecturer 0 14RSEB

Caseteam 0 3

Tigray Tigrinya RSEB TDPexpert 0 1 2AdwaCTE Lecturer 0 1Total 6 24 30

4.1.3.2.Validationofadaptedpre-servicemodulesinsevenMTs:Module5ThevalidationoftheregionallyadaptedsevenMTversionsofModule5wascarriedoutinaworkshopheldJuly28–30,2016,inAddisAbaba.StakeholdersthatvalidatedthemoduleinsevenMTsincludedCTEanduniversityinstructorsandMOE,RSEB,andzonerepresentativesforatotalof57(3women)participants (Table 22). All seven language groups were represented, validated the module, andprovidedspecificinputforrevisionsandimprovementsinthemothertonguemodules.

Table22.Validationofadaptedpre-serviceModule5(MT212)Region Language Organization Position W M Total

AddisAbaba MOE Expert 1 4 5

Amhara

Amharic

GonderCTE Lecturer 0 27

DebrebirhanCTE Lecturer 0 1RSEB Expert 0 3CTE Lecturer 0 1

Oromia AfaanOromo

ShambuCTE Lecturer 1 0

6MetuCTE Lecturer 0 1NekemtCTE Lecturer 0 2RSEB Taskforce 0 1FicheCTE Lecturer 0 1

SNNPR SidaamuAfoo

ZED Expert 0 5 9HawassaCTE Lecturer 0 4

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Region Language Organization Position W M TotalWolayttatto

ZED Expert 0 5 8ArbaminchCTE Lecturer 0 3Hadiyyisa

HossanaCTE Lecturer 0 69ZED Expert 0 2

ZED Taskforce 0 1

Somali Af-SomaliDr.AbdulmejidCTE Lecturer 0 3

7RSEB Casemanger 1 2RSEB Expert 0 1

Tigray

Tigrinya

RSEB TDPcasemanager 0 16

AdigratUniversity Lecturer 0 1AdwaCTE Lecturer 0 2AbiAdiCTE Lecturer 0 1RSEB Vicehead 0 1

Total 3 54 57 4.1.4.Post-validationoftheadaptedpre-servicemodulesin7MTs:Module5TheREADTA/FSUteamofreadingspecialistsledapost-validationrevisionworkshoptoincorporatecommentsgatheredfromthevalidationofModule5intosevenMTsAugust1–4,2016inAddisAbaba(Table23).Twoindividualsfromeachlanguagegroupengagedinmakingthechanges,additions,andrevisions deemed necessary during the validation workshop. The READ TA/FSU team providedfeedbacktotheteachereducators,indicatingthenecessaryrevisionstheyhadtomake.Bytheendoftheworkshop,thereviewerspreparedthemoduleforprintingsothatitwouldbereadyformoduletrainingthatwastobeconductedintheweeksfollowingtherevisions.

Table23.Post-validationoftheadaptedpre-serviceModule5Region Language Organization Position W M Total

Amhara Amharic GonderCTE Lecturer 0 2 2Oromia AfaanOromo ShambuCTE Lecturer 1 0 2

MettuCTE Lecturer 0 1SNNPR Hadiyyisa HossanaCTE Lecturer 0 2 6

SidaamuAfoo HawassaCTE Lecturer 0 2Wolayttatto ArbaminchCTE Lecturer 0 2

Ethio-Somali AfSomali Dr.AbdulmejidCTE Lecturer 0 2 2Tigray Tigrinya AbiAdiCTE Lecturer 0 2 2

Total 1 13 14

4.2. Train teacher educators to teach reading and develop reading teachers 4.2.1.DeveloptrainingmaterialsinEnglishforMTteachereducatorstrainingoneachnewmodule:Module5Inpreparation to trainMTteachereducators, theREADTA/FSUteamof readingexpertspreparedtrainingmaterialsusingtheEnglishversionofModule5tocreatePowerPointpresentationsforeachofthemodulechapters.ThesePowerPointpresentationswerethenusedtodevelopatrainingmanualwithcompletenotesforeachslideandactivityinthepresentations.

4.2.2.ConducttrainingsofTeacherEducators–TrainMTco-facilitatorsforCTEteachereducators’trainings

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4.2.2.1.TrainMTco-facilitatorsforCTEteachereducators’trainings:Module5InordertotrainteachereducatorsoneachnewMTcoursemodule,READTAtrainedMTtrainingco-facilitators,whoworkwiththeREADTA/FSUteamofleadtrainers,totrainteachereducatorsintheirrespectiveMTs.InpreparationforCTEteachereducatorstrainingonModule5,READTA/FSUtrained11(onewoman)co-facilitatorsintwoseparateworkshops.DuringthefirstworkshopconductedfromAugust5–6,2016,fiveco-facilitatorsweretrainedtoco-facilitatetrainingsforMTsusingSabascripts(Table24).Inthesecondworkshop(August12–13,2016),six(onewoman)co-facilitatorsweretrainedto co-facilitate trainings for MTs using Latin scripts (Table 25). In addition to the six-trained co-facilitatorsforLatinscripts,alinguistfromAmboUniversitywasinvitedtosupportthetrainingoftheAfaanOromogroup.ThissamelinguisthadbeenpreviouslyinvitedbytheregionaleducationbureaufortheadaptationoftheModule5:MT212IntroductiontoLinguistics.

Table24.MTco-facilitatorsforCTEteachereducators’trainingsonModule5(Saba-basedMTgroup)

Region Language Organization Position W M Total

Amhara Amharic GonderCTE Lecturer 0 2 3DebremarkosCTE Lecturer 0 1Tigray Tigrinya AbiAdiCTE Lecturer 0 2 2Total 0 5 5

Table25.MTco-facilitatorsforCTEteachereducators’trainingsonModule5(Latin-basedMTgroup)Region Language Organization Position W M Total

Oromia AfaanOromo MettuCTE Lecturer 0 1 2ShambuCTE Lecturer 1 0

SNNPRHadiyyisa HossanaCTE Lecturer 0 1 1SidaamuAfoo HawaasaCTE Lecturer 0 1 1Wolayttatto ArbaMinchCTE Lecturer 0 1 1

Ethio-Somali AfSomali Dr.AbdulmejidCTE Lecturer 0 1 1Total 1 5 6

4.2.2.2.TrainCTEMTteachereducatorsandregional/zonalTDPexperts:Module5Afterdevelopingeverynewpre-servicecoursemodule,READTAtrainedteachereducatorsoneachnewMT coursemodule developed. Such trainings took place for the READ TA-developed courseModules1–4.Inasimilareffort,duringthisreportingquarter5,theprojecttrainedCTEMTteachereducatorsonthenewlydevelopedcourseModule5(MT212).ThetrainingwasconductedseparatelyforSabascript-basedlanguagegroupsandLatinscript-basedlanguagegroups. Trainingofteachereducators(Saba-basedlanguagegroups)onModule5Trainingofteachereducators(Saba-basedlanguagegroups:AmharicandTigrinya)onModule5tookplaceAugust8–11,2016inAddisAbaba.ThetrainingsessionwasfacilitatedbyateamofREADTA/FSUreadingexpertsandselectedMTteachereducatorswhoweretrainedasco-facilitators.Atotalof115(31women)participantsfromCTEs,RegionalEducationBureaus,andZEDsfromtheAmharaandTigrayregions,aswellasrepresentativesfromtheMOEweretrained(Table26).AsthetrainingworkshopwasspecificallyforSabascriptlanguages,theintensefocusonSabascriptsfacilitatedintense discussions of linguistic concepts related to these Saba-based languages and writingmechanisms.

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Table26.Trainingofteachereducators(Saba-basedlanguagegroups)onModule5Region Language Organization Position W M TotalAddisAbaba MOE TDPexpert 0 2 2

Amhara

Amharic

CTE(Dessie,FinoteSelam,Debremarkos,Gonder,SekotaBegemidir,Debrebirhan,Woldiya,Debretabor,andInjibara)

Lecturer

15 41 56

SNNPRZED TDPexpert 0 3 31CTE(Hawassa,Bonga,Arbaminch,CTE-Hosaena,andDilla) Lecturer 12 16

Gambella GambellaCTE Lecturer 2 3 6RSEB TDPexpert 0 1

Oromia CTE(Asella,Nekemt,Sebeta,andJima) Lecturer 0 4 4

Ethio-Somali CTE-Dr.Abdulmejid Lecturer 1 2 3Afar CTE-Asaita Lecturer 0 1 1

Tigray Tigrinya CTE-Adwa Lecturer 1 7 8CTE-AbiAdi Lecturer 0 4 4

Total 31 84 115Trainingofteachereducators(Latin-basedlanguagegroups)onModule5Training of teacher educators (Latin-based language groups: Afaan Oromo, Af-Somali, Hadiyyisa,SidaamuAfoo,andWolayttatto)onModule5 tookplaceAugust15–18,2016 inAddisAbaba.ThetrainingsessionwasfacilitatedbyateamofREADTA/FSUreadingexpertsandselectedMTteachereducators who were trained as co-facilitators. A total of 78 (7 women) participants from CTEs,Regional EducationBureaus, and ZEDs from theOromia, Ethio-Somali, and SNNPR regions, aswell as representatives from theMOEwere trained (Table 27). As the trainingworkshopwasspecifically for theLatin script languages, the intense focusonLatin scripts facilitated intensediscussionoflinguisticconceptsrelatedtotheseLatin-basedlanguagesandwritingmechanisms.

Table27.Trainingofteachereducators(Latin-basedlanguagegroups)onModule5Region Language Organization Position W M Total

MOELanguageexpert,TDPexpert

0 2 2

Oromia AfaanOromo

CTE(Jimma,Chiro,Asela,Shambo,Robe,BuleHora,DembiDollo,Fiche,Kemise,Nekemet,Adola,Sebeta,Metu)

Lecturer 7 4352

AmboUniversity Lecturer 0 1RSEB Expert 0 1

SNNPR

SidaamuAfoo

RSEB TDPexpert 0 2 7HawassaCTE Lecturer 0 5

WolayttattoArbaminchCTE Lecturer 0 3 4ZED TDPexpert 0 1

Hadiyyisa HossanaCTE Lecturer 0 4 5ZED TDPexpert 0 1Ethio-Somali Af-Somali CTE(Dr.Abdulmejid,Kebridar) Lecturer 0 7 7

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Tigray Tigrinya WEO Head 0 1 1Total 7 71 78

Division of the module training for MT 212 was conducted in two rounds: first with Saba scriptlanguages(AmharicandTigrinya)andthenwiththeLatinscriptlanguages(AfaanOromo,Af-Somali,Hadiyyisa,SidaamuAfoo,andWolayttatto),whichallowedthetrainingtobemoremanageableinsizeandformoreinteractionbetweentrainersandparticipants.Logistically,thismodelworkedextremelywellandpermittedthetrainingtobeheldatasmallervenue;therefore,futuremoduletrainingswillalsobeheldinthissamemanner.4.2.4.M&EofmoduleimplementationAspartofthepre-servicecoursemoduledevelopmentandrevisionprocess,READTA/FSUconductedM&EofeachmodulewhiletheCTEswereinsessionduringtheacademicyearand,therefore,shouldhavebeenusingthenewmodules.READTA/FSUtrainedaselectedteamofMTinstructors(alsocalledMTassessors)toapplydatacollectionmethodstomonitorandevaluatemoduleimplementation.TheMTassessorswenttovariousregionstovisitCTEsandobserveinstructorsintheprocessofteaching.Theyusedclassroomobservationtools,interviewswithinstructors,andfocusgroupswithstudentstaking the classes inwhich themoduleswere implemented.READTA/FSUused thesemethods toconductM&Eofpre-servicecourseModules1(MT201),Modules2(TeachingMotherTongue[TMT]222),andModule3(TMT224)duringYears3and4.TheprojectstartedtheM&EofModule4(MT322)towardstheendofYear4andcontinuedevaluationsthroughthereportingquarter.QuarterlyprogressontheM&EofModule4isprovidedinthesectionbelow.4.2.4.a.M&EofmoduleimplementationforModules4–7:Module4M&EofModule4(MT322)implementationatCTEsTheM&EofModule4implementationattheCTEsinvolvedseveralactivities(conductedinYear4),includingsitevisitstoCTEsbytheREADTA/FSUteam,a2-dayM&Etrainingforenumerators,followedbya12-daydatacollectioncycleinvolving14teachereducators,andadditionalsitevisitstoCTEsinall regions.TheREADTA/FSUteam,aswellasthetrainedenumerators,administeredreviseddatacollectiontools,suchasclassroomobservations,asurveyquestionnaire,focusgroups,andinterviewswithCTEinstructorsandtheirstudentsat12CTEsinthefiveregions.InYear5Q1,theFSUreadingexpertsledadatasharingworkshopfortheM&EofModule4onAugust19,2016 (Table28).A totalof sixparticipants fromtheAmhara,Oromia,Tigray,andEthio-Somaliregions participated by providing presentations that summarized their experiences of classroomobservationsandinstructorinterviewsandsurveys.DatacollectedweredesignedtoinformnecessarychangesandrevisionstothemodulebeforefinalproductioninFebruary2017.Attheendofthedatasharingworkshop,data collectedby theenumeratorswasprovided to theREADTA/FSU team forfurtheranalysis.

Table28.M&EofModule4(MT322)implementationatCTEsRegion Language Organization Position Gender Total

W MAmhara Amharic CTE(Debrebirha&Debremarkos) Lecturer 1 1 2Oromia Afaan-Oromo CTE(BulleHora&Fiche) Lecturer 0 2 2Ethio-Somali Af-Somali Dr.AHCTE Lecturer 0 1 1Tigray Tigrinya AbiadiCTE Lecturer 0 1 1Total 1 5 6

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4.2.5.Revisionandproductionofpre-servicemodulesinEnglishandsevenMTs 4.2.5.1.Revisionofpre-servicemodulesinEnglishandsevenMTs:Module4Therevisionofpre-serviceModule4wasnotconductedinthereportingquarter.READTA/FSUwillconductthemodulerevisionworkshopearlyinQ2.

4.3. Build capacity of RSEB and MOE in planning and monitoring system improvements 4.3.3.ImplementRSEB/CAEBcapacitybuildingactionplans4.3.3.1b.Buildthecapacityofeducationalleadersattheregion,zone,andworedalevelsforrevisedMTcurriculumimplementation(fornon-READTAtargetregions)InYear4,READTAconductedaseriesofleadershipCBworkshopsforregionaleducationalleadersonhow to use a communication toolkit developed for supportingMT curriculum implementation atvariouslevels.ThetrainingreachededucationalleadersinthefiveREADTAtargetregionsandoneadaptingregion(AddisAbabaCityAdministration).TheYear5READTAplanincludesconductingsimilarCBworkshopsfortheremainingadaptingregions.During Q1, in preparation for such workshops, READ TA worked with the Dire Dawa CityAdministrationtoobtainanestimateonthenumberofeducational leadersandofficials inthecityadministrationthatcanbeusedtoplanfortheworkshop.Oncethecityadministrationprovidesthesenumbersandpreparationsprogresswell,theworkshopwillbecarriedoutinthecomingquarters.4.3.3.2.Follow-upandprovidecontinuoussupportfortheimplementationofMTCommunicationToolkitandM&EToolkitPreparationsforthefollow-upandsupportontheMTCommunicationToolkitandM&EToolkitstartedinQ1.InstrumentsdevelopmenttomonitorMTcurriculumimplementationattheMOEandRSEBlevelisinprogress.Someofthemonitoringinstrumentsincludeclassroomobservationchecklists,afocusgroupdiscussiontemplate,andadocumentanalysischecklist.The instrumentswillbesharedwithREADTAstaffforfurtherrefinementanduseinQ2.4.3.3.3.BuildthecapacityofkeyM&Estaffintheregionstoensurenewcurriculumimplementation(for Oromiaonly)READTA’sCBplantoenhanceregionaleducationalleaders’andexperts’commitmentandcapacitytosupport the implementation of the revised MT curriculum had two aspects. First is building thecapacity of regional educational leaders to help them better communicate about the revisedcurriculum,whichwasaccomplished inYear4 forall targetregions.Second is toenhanceregionaleducationleaders’andexperts’capacitytoproperlymonitorandevaluatetheimplementationoftherevisedMTcurriculumintheirrespectiveroles,whichwascompletedforallthetargetregionsexceptOromia.InYear5Q1,READTAstartedtorollouttheM&EtrainingforeducationalleadersandexpertsoftheOromia region. The project conducted one regional level consensus building workshop and fourrounds(outofeight)ofworeda-levelworkshops.Theregional-levelConsensusBuildingWorkshoponMTCurriculumM&EwasheldJuly29–31,2016atAdamaTown.Atotalof99(11women)RSEB,ZED,andCityEducationOfficeleadersandexpertstookpartintheworkshop(Table29).

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Table29.RegionallevelCBworkshoponMTCurriculumM&EOrganization Position Men Women TotalRSEB Head 1 0 1

Deputyheads 4 0 4Curriculumexpert 2 0 2Generalinspection 1 0 1Licensing 1 1 2Teachingandlearning 2 0 2TDP 3 0 3Planning 1 0 1HRDP 1 0 1

ZED/TownEducationOffices

Curriculumworkprocessowners 14 1 15Curriculumexperts 1 0 1Teachingandlearningprocessowners 22 3 25Teachingandlearningexperts 7 0 7Generalinspectionworkprocessowners 21 4 25Generaleducationexperts 7 2 9

Total 88 11 99Thisreportingquarter,theprojectalsoconductedworeda-levelworkshopsonM&EofMTcurriculumimplementationforOromiaregioneducationalleadersandexperts.Fourroundsofworkshopswererolledoutatfourvenues:(1)Adama(August10–13,2016),(2)Woliso(August16–19,2016),(3)Jimma(August23–26,20160,and(4)Gimbi(September6–9,2016)(Table30).TheparticipantswereworedaTDP experts, Cluster Resource Center (CRC) supervisors, heads, vice heads, and RSEB leaders andexperts.Atotalof304(25women)educationalleadersandexpertsweretrainedfromOromiaregion.

Table30.Participantsofworeda-levelMTcurriculumimplementationM&Etrainings

Region Organization Position Female Male TotalOromia RSEB

Headand/orvicehead 0 2 2TDPexperts 0 5 5Departmenthead 0 2 2Trainingcoordinator 0 1 1ClusterResourceCentersupervisors 0 1 1Curriculumsupervisor 0 1 1

ZED Experts 0 2 2WEO ClusterResourceCentersupervisors 5 137 142

TDPexpert 20 120 140Vicehead 0 8 8

Total 25 279 304 4.3.3.3.b.BuildthecapacityofkeyM&EstaffintheadaptiveregionstoensurerevisedcurriculumimplementationSimilar to the CBworkshops conducted for the five target regions, READ TA planned to build thecapacityofeducational leadersandexpertsofadapting regionsontheM&Eof theMTcurriculumimplementation.Intheinitialphase,theworkshopsweretoberolledoutforadaptingAddisAbabaand Dire Dawa City Administrations. However, because of other government priorities that the

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educational leaderswerepreoccupiedwith,theseworkshopsdidnottakeplace.READTAplanstoconductthetrainingsinsubsequentquartersprovidedtheadaptingregions/cityadministrationsareready. 4.3.4.ImplementtheMOECBactionplanbasedonplansdevelopedunder4.3.24.3.4.1.ConductCBworkshoponmonitoringandformativeevaluationofMTcurriculum(e.g.,syllabus,studentbooks,andteachers’guides)AspartofREADTA’splantobuildthecapacityoftheMOE,basedondirectionfromaYear3needsassessmentreport,inYear4,theprojectconductedtwoCBworkshopsfordirectorsandexpertsofMOEdirectorates.Duringthisreportingquarter,READTAconductedthethirdCBworkshopfortheMOE,andalsoseizedtheopportunitytoinvolveRSEBparticipantsfromthe11regions.ThisworkshopwasorganizedonthetopicofformativeassessmentofmothertonguecurriculumimplementationthatwasheldJuly26–30,2016inAdama.TheobjectiveoftheworkshopwastoprovidecurriculumdevelopmentexpertsoftheMOEandRSEBswithknowledgeandskillstodevelopformativeassessmentstrategies,monitoringtechniques, performance indicators, and standards in the context of curriculum implementation.WorkshopparticipantsincludedrepresentativesfromtheMOEand11RSEBs,atotalof46(13women)participants(Table31).TherewerealsosixREADTAstaffattheworkshop.AnexpertfromRTIInternationalfacilitatedtheworkshop.ParticipantsreceivedpresentationsonanoverviewoftherevisedMTcurriculum,thebasicsof formativeassessmentandresearchmethods,andanoverviewoftheRegionalM&EToolkit.Afterthesepresentations,participantsreviewedtheexisting regional M&E tools to better understand their usefulness at the federal level. The toolsreviewed included the principal interview, teacher interview, student interview, and classroomobservation.The reviewed Regional M&E Toolkit was revised in a way to partially work with the formativeassessmentprocessatthefederallevel.InthereportgeneratedforthisactivityandsharedwiththeMOE, itwas recommended thatMOEdecisionmakersexamine the reviewed toolsbeforepilotingtheminAddisAbaba.

Table31.WorkshoponmonitoringandformativeevaluationofMTcurriculumfortheMOEOrganization Directorate/Process F M TotalMOE CurriculumDevelopmentandImplementation 1 4 5

MotherTongueandEnglishLanguageDevelopment 3 3 6GeneralEducationandInspection 0 2 2Gender 1 0 1SpecialSupportandInclusiveEducation 0 1 1PlanningandResourceMobilization 0 1 1

5 11 1611RSEBs Experts(curriculum,inspection,MT,language,andspecial

needseducation)7 18 25

Processownersandcasemanagers 1 4 5 8 22 30

Total 13 33 464.3.4.2.Follow-uponthecommunicationandsupportofdirectoratesforMTcurriculumimplementation

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Similarto4.3.3.2,inQ1,READTAbeganpreparationsforfollow-upandsupporttoMOEdirectoratesforMTcurriculumimplementation.ThepreparationincludeddevelopmentofinstrumentstomonitorMTcurriculumimplementationattheMOEandRSEBlevel,whichisinprogress.4.3.3.5. Providing training to school principals and cluster supervisors on the MT curriculumimplementationInanattempttoensuresupportforteachersinimplementingtherevisedMTcurriculum,READTAplanstotrainschoolprincipalsandclustersupervisors.Hence,duringthereportingquarter,READTAstartedtodesigntrainingcontentandcollectdataonthenumberofprimaryschoolprincipalsandcluster supervisors across the nation. InQ2, READ TAwillwork to refine training content for thetrainingsandalsoobtainMOE-confirmeddataonthenumberofprimaryschoolprincipalsandclustersupervisorsinEthiopia.

2.3 Implementation Challenges

UnexpectednationalmeetingofteachersandeducationalleadersaffectedplannedprojectactivitiesDuringthereportingquarter,apreviouslyunforeseennationalmeetingofteachersandeducationalleaderswascalledbytheMOE.AsallREADTAworkshopparticipantsarefromtheeducationsector,theyhadtoattendthenationalmeeting.Therefore,READTAhadtoreschedulesomeactivitiesforlaterquarters,whichhadoriginallybeenscheduledtotakeplaceinQ1.SomeoftheseactivitiesrelatetotherevisionoftheEnglishlanguagecurriculumandthepre-servicecoursemoduledevelopmentwork. The unplanned national meeting affected READ TA because it has entered its finalimplementationyearandhasspecificactivitiesplannedtoensurecompletionofobjectives.READTAwillrescheduletheaffectedactivitiesforQ2andbeyondtofullyaccomplishtheactivitiesplannedforYear5.LengthyapprovalprocessSimilartoYear4,READTAcontinuestofacealengthyapprovalprocessfromtheMOEforsomeofitsactivities.ThemajoractivitiesthatneedMOEapprovaltoproceedwithimplementationrelatetothetrainingofmentorsandtheproductionofTLLepisodes.IftheMOEdoesnotmakeadecisionsoon,READTAmaynotbeabletofullyimplementtheactivitiesmentioned.DelayedprintingofGrade5–8curriculummaterialsTheprintingofGrades5–8curriculummaterialsisarequirementtotrainteachersonhowtousethenewbooks.However, thebookshavenotyetbeenmadeavailableby theMOE.Thishas impededREADTA’splantotrainMasterTrainersandTeacherTrainers,whointurnwilltrainGrades5–8MTteachersonthenewcurriculumapproachandmaterials.

3. LESSONS LEARNED EarlyplanningoftheprojecthandoverhelpsexploreoptionsforgradualtakeoverandsustainabilityAnticipating thepotentialbenefitsofearly-action forprojecthandover,READTAdecided tobeginhandoverofprojectgoalstotherelevantgovernmentcounterparts,i.e.,theMOEandRSEBs.Thisledtointernalplanningsessionsthathelpedexploreoptionsforsmoothandgradualhandoverofprojectinitiativesandsustainability.Although it isstillearlytomeasuresuccess,READTAbelievesthat itsearlystartonplanningforsustainabilitywillresultinpracticalmeasuresthatcanbeacteduponandnurturedduringtheremainingperiodofprojectimplementation.

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4. FINANCIAL EXPENDITURE [REDACTED]

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ANNEX A: PERFORMANCE PLAN AND REPORT OF PROGRESS SUMMARY, BY QUARTER Thetablebelowoutlinestheachievedversusplannedprogressfortheperiod,disaggregatedbygender,geographicarea,andotherrelevantfactors.

Table33.Performanceplanandreportofprogresssummary,fiscalyear(FY)2017

StrategicObjective

IndicatorDataSource

BaselineData FY2016 QuarterlyStatus(FY2016) AnnualPerforman

ceAchievedtoDate(in

%)

Comment(s)Year Value

AnnualCumulativePlannedTarget

AnnualCumulative

Actual

Quarter(Q)1 Q2 Q3 Q4

USAIDEthiopia’sREADIntermediateResult(IR):Improvedreadingachievement

READSub-IR1:Readingandwritingmaterialsdevelopedandpre-andin-serviceteachertrainingdeliveredasappropriateforprimaryclassrooms

Numberofteachers,educators,andteachingassistantswhosuccessfullycompletedin-servicetrainingorreceivedintensivecoachingormentoringwithUSGovernment(USG)support

— — — 25,877 41(26Male)

41 — — — 0.156% TeachertrainingsareplannedtostartinOctober2016infouradaptingregions

Numberofteachers,educators,andteachingassistantswhosuccessfullycompletedpre-servicetrainingwithUSGsupport

— — — Tobedetermined(TBD)

NotAvailable*

NotAvailable*

— — — Notapplicable(N/A)

Percentageofachievementcannotbedeterminedatthistime

Numberoftextbooksandlearningmaterialsdeveloped

— — — 16 0 0 — — — 0% DevelopmentofEnglishmaterialshasstarted.

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StrategicObjective

IndicatorDataSource

BaselineData FY2016 QuarterlyStatus(FY2016) AnnualPerforman

ceAchievedtoDate(in

%)

Comment(s)Year Value

AnnualCumulativePlannedTarget

AnnualCumulative

Actual

Quarter(Q)1 Q2 Q3 Q4

NumberofadministratorsandofficialssuccessfullytrainedwithUSGsupport

— — — 500 449 449 -- — — 89.8%

READSub-IR2:Improvedmanagementandplanningcapacityatschools;collegesofteachereducation(CTE)s;andworeda-,regional-,andMOE-levelinearlygradereadingandwriting

NoindicatorsforREADTA

READSub-IR3:Enhancedcommunityinvolvementindeliveryofqualityeducation

NoindicatorsforREADTA

READSub-IR4:Monitoringandevaluationconductedtoensurethatimplementationisontrackandresultsareachieved

*READTAhasnotyetobtaineddataonnumberofCTEgraduateswhousedtheREADTA-developedCTEcoursemodules.DatawillbeincludedintheQ2report.

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ANNEX B: SUCCESS STORY [REDACTED]

Annex C: Leadership communications toolkit: sharing information about the new mother tongue curriculum materials and enlisting support for implementation

48

Leadership Communications Toolkit:

Sharing Information about the New Mother Tongue Curriculum Materials and

Enlisting Support for Implementation

November 2015

Ministry of Education

Leadership Communications Toolkit 49

Introduction 1. CurriculumreforminEthiopiaIn 2012, the Ethiopian Ministry of Education in partnership with USAID and RTI International began a process of curriculum reform to improve the reading and writing performance of primary grade students. The process of developing the new curriculum began with a review of the previous national syllabus. The review, among other things, revealed that the syllabus overemphasized theme-based contents and did not adequately address the development of specific reading and language skills. And it did not present a clear progression of language and reading skills. Therefore, the next step was to revise the national syllabus. Teams of national language and curriculum experts worked to develop a revised national syllabus based on international research and experience. Then regional teams, drawing on local curriculum and language experts used the national syllabus to develop language specific syllabuses and a scope and sequence for each year of instruction in each language. From the detailed scope and sequence, daily lessons were developed to as the main content for the teachers’ guides and student books.

An initial load of teachers’ guides and student books for grades 1 to 4 have been distributed, with additional copies being sent to schools this year. Teachers’ guides and student books for grades 5 to 8 are also being distributed this year. The RSEBs are organizing training for teachers on the content of the new curriculum, on how to use the new materials and how to employ the new methods and instructional practices. Administrators throughout the regional education systems may have heard about the new curriculum, may have participated in some of the development work, and may be playing roles in the teacher training. However, to date, no systematic effort has been made to reach out to key actors throughout the education system to ensure they have a basic understanding of the new curriculum and are mobilized to enthusiastically support its implementation. This training and these materials are meant to correct for that.

2. AboutthistoolkitThis toolkit provides information to guide key Ethiopian education officials in communicating effectively about the curriculum reform. The objectives of the communication activities will be to:

• Increase the number of people in each region who have a basic understanding of the new curriculum;

• Highlight ways in which actors throughout the education system can promote and support the implementation of the new curriculum;

• Build greater awareness of, enthusiasm for, and support for the implementation of the new curriculum.

Communication is different from ‘dissemination’ because it involves two-way dialogue and feedback. Feedback is key to understanding participants in the reform process and

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targeting communication to meet their needs. Furthermore, communication is not a one-time event, but instead should become a standard way of building and maintaining relationships between education stakeholders. For this reason, there will be both planned and unplanned (formal and informal) communication events. For either to succeed, education administrators need strong foundational knowledge of the new reading curriculum that teachers are expected to implement in their classrooms.

This toolkit is designed primarily for education officials within the READ TA-supported regions to use in their communication with other administrators at all levels in the education system, including school principals.

Education officers at all levels play key roles in ensuring that the right information reaches the right people. These individuals in their leadership roles are expected to be champions for the reform efforts, communicating with authority and enthusiasm about the anticipated positive effects.

One important contribution to ensuring the successful implementation of the new curriculum is to put in place sound communication practices. What are needed are communication strategies that reach out to important actors and stakeholders to

• Inform them about the new curriculum,

• Enlist their help and encourage them to take specific actions to support curriculum implementation,

• Gather their feedback regarding the implementation of the new curriculum.

3. ObjectivesofthecommunicationandleadershiptrainingLeadership training and the development of a communication strategy aim to encourage deliberate and sustained communication in support of the implementation of the MT curriculum reform. The objectives of this effort include:

• Visibility – Ensuring that key actors are aware of and understand the basic principles of the curriculum and materials, can explain how it is different from previous curriculum, and can communicate with others about it.

• Justification and Credibility – Communicating why changes were made, the evidence base for the reforms, and how they are expected to improve reading achievement.

• Motivation and Engagement – Generating enthusiasm about and providing opportunities for education stakeholders to contribute to further communication and improved implementation.

• Explanation – Ensure basic understanding of the concepts and content of the new MT curriculum, as well as understanding the expected changes in teaching and learning.

Communication does not replace targeted training events, but instead helps those training events to be more effective by setting expectations in advance and supporting implementation afterwards.


3.1 LeadershiptrainingRSEB, ZED and WEO officials will get an introduction to the core features of the new curriculum. In addition, they will receive the tools they can use to communicate with their colleagues at the regional, zone and woreda levels about the new curriculum. They will also be given opportunity to practice using these tools, and will be encouraged to adapt them or develop additional tools as they deem useful and/or necessary.

3.2 CommunicationsstrategydevelopmentIn addition to the leadership training, the RSEBs will be helped to develop communications strategies so that they can plan for the ongoing communications activities needed to support successful implementation of the new curriculum. This will consist of training in a strategic communications framework that addresses the development of communications objectives, identification and segmentation of audiences, development of specific messages and activities and events designed to reach the target audiences. READ TA will assist the RSEBs in putting in place “Communication Support Teams” that draw on the people who are most knowledgeable and enthusiastic about the new curriculum and works with them to design and develop ongoing strategic communications objectives, strategies and activities.

4. ContentsoftheToolkitA Strategic Communications Framework: An easy to use framework is presented to help regional education officials define their communications objectives, identify the audiences they need to reach, and plan for and carry out the ongoing communications activities that will enable them to meet those objectives.

Talking points: These provide succinct summaries of the principles underlying the new curriculum and can be used when putting together presentations and or discussions about the new curriculum. RSEB, ZED and WEO officials should become familiar enough with these talking points that they can draw on them to easily offer explanations of the new curriculum.

Frequently Asked Questions (FAQ): These provide responses to many of the questions that different actors in the education system have raised and may raise in the future regarding the new curriculum. Again, leaders in the regions should gain enough confidence to provide answers like those provided here when questions about the new curriculum arise in different forums.

PowerPoint Presentation: A short PowerPoint that draws on the information contained in the other materials that regional education officials can use when presenting to different audiences. The PowerPoint contents are meant to cover the essential information – users of this toolkit are encouraged to modify, adapt, or add to these slides as they see fit. However, we do encourage everyone to keep the presentational portions of their communications activities to a minimum (e.g., not to create PowerPoint presentations of more than 10 to 15 slides), instead focusing on interactive ways to engage different actors and stakeholders.

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Video Clips: A set of videos that show some of the basic features of the new curriculum as is being implemented by teachers and students in primary grades 1-4. These are be used as part of communications events and trainings.

A Framework for Strategic Communications Strategic communications involves sharing information in order to achieve specific objectives. For example, for improved public health, we want to encourage people to wash their hands after using the toilet. We may find out that most people know that this is a recommended practice, but sometimes forget to do so. So we place signs where people can see them in bathrooms, reminding them to wash their hands. Designing and transmitting messages that can get a target audience to know and do something specific is what strategic communications does.

Strategic communications essentials Who? What? Why? How?

Who are we targeting? What do we want/need them to do what? Why will they be willing to do it? How will communications be used to

persuade and support them in doing it? Who: We need to define each target audience we are trying to reach. Most importantly, we need to know not only who they are, but we need to try to understand their point of view. What motivates them? What role do they play? Why would they be willing/able to do what we will be asking them to do?

What: For the target audience, we need to think specifically about the knowledge and beliefs which they have, how those will change, as well as the action they will need to take. This is the bottom line – our communication will be judged to be effective, if and only if the audiences we are targeting end up with new knowledge and beliefs and end up undertaking the desired action.

Why: Here we need to understand what determines the audience’s behavior. Why will they be willing to do what we are asking them to do? What benefit do they receive from doing the action? We also need to understand if there are any barriers to the audience undertaking the action. What might prevent them or make it difficult for them to complete the action? What information do they need? What information is not immediately necessary for them?

How: We need to determine the specific communications activities that will help encourage and enable the target audiences to carry out the actions we are asking them to do. What information will help them? What information will motivate and encourage them? What obstacles may need to be removed? What tools might they need?


Step 1 (Who): Identifying and Understanding the Target Audiences In order to effectively design and implement communication activities that will have the most impact, you need to prioritize whom to reach with your communication activities. Each communication activity cannot reach each and every possible audience, so it is important to think of communications as a series of activities, some designed to reach certain audiences first, others designed to reach other audiences after that.

For the first round of work supported by READ TA, we are trying to reach audiences within the education administrational system of each region. This will include selected officials from the RSEB, ZED and WEO. The communications work of the RSEB, ZED and WEO of those officers who participate in the READ TA supported communications and leadership training, will need to identify the audiences each of them can try to reach. These may include:

• Other colleagues at the RSEB level • Other colleagues at the Zone level • Other colleagues at the Woreda level • Colleagues at the Cluster Resource Center level • School directors and head teachers at the school level • External audiences – political and community leaders, parents, other stakeholders Among these colleagues and other actors in the education system, we want to understand who among them are most important to the implementation of the MT curriculum. We want also to know who influences the people we think are critical to MT curriculum implementation. Your answers to the above questions should help you identify the target audiences of your communications efforts.

Step 2 (What): Defining what we want/need the target audience to do For each audience we are trying to reach, we need to define our communications objectives. Initially, we have two objectives.

• Increase each person’s awareness and knowledge of the new MT curriculum.

• Have each person identify and commit to 2-3 actions which they can carry out to support the implementation of the new curriculum, including communicating themselves with other colleagues/other audiences about the new curriculum.

Additional objectives and additional audiences can be developed later by the communications support teams that each region will be asked to set up.

Step 3 (Why): Understanding our audiences further With specific objectives in mind, we can now think more specifically about our audiences in relation to those two objectives. To assist in analyzing our audiences, we will make use of two tools:

• The first is a framework for understanding the factors that influence whether individuals are able to carry out a desired behavior/action.

• The second is a simple way to analyze our target audiences using the above mentioned framework.

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A2008publicationfromJohnsHopkinsUniversity’sCenterforCommunicationPrograms(Salem,Bernstein,Sullivan,&Lande,2008)drewfromvarioustheoriestosummarizeeightfactorsthatbestexplainandpredictbehavior:

1. Intentiontoperformthebehavior2. Environmentalorexternalconstraintsandbarriers3. Skillsneededtoperformthebehavior4. Attitudeorbeliefthatthebenefitsofthebehavioroutweightherisksorcosts5. Perceivedsocialornormativepressure6. Self-efficacy7. Self-image8. Emotionalreaction

Factors 1–3 directly influence behavior, while factors 4–7 are influenced by beliefs and in turn influence intention. The figure below shows the relationships among the factors, and highlights those that the leadership and communications training activity can have an impact on.

To perform the desired action or behavior, an individual needs to first formulate the intention to carry out that action. His/her ability to turn that intention into action is determined by two other sets of factors: whether he/she has the skills needed to perform the action and whether there are any constraints in the environment that could prevent him/her from taking the action. For example, a woreda education official may have the intention to inform school directors about the new curriculum. He/she may need to develop skills related to presenting that information and he/she may also face a real constraint such as lack of transport to be able to easily travel out to schools to meet with directors. In addition, a person’s intention to perform a certain action is also influenced by the other factors depicted in the diagram.


Their awareness, knowledge, attitudes and beliefs may determine what they think is possible.

Additionally, what someone thinks is possible is also shaped by:

• The normative environment within which they work, • Their sense of self-efficacy (if they believe they are capable of doing the task),

and • Whether they have a positive or negative emotional reaction to the intended

behavior.

Communications can address many of these factors, most importantly all those that influence the formulation of the intention to carry out the action. Communications activities can also build skills (for example by providing foundational information and opportunities to practice the behavior).

To plan our communications activities we analyze each audience along each of the factors. We want to assess where that audience is in relation to where we want/need them to be in order for them to be able to formulate the intention and carry out the action.

The table on the next page should be filled out for each target audience. Recall that the objectives of this first round of communication are to:

• Increase each person’s awareness and knowledge of the new MT curriculum.

• Have each person identify and commit to 2-3 actions which they can carry out to support the implementation of the new curriculum, including communicating themselves with other colleagues/other audiences about the new curriculum.

For each of the factors listed in the first column and which communications and training can impact, there are two additional columns. The first concerns the actual status of the intended audience on that factor. The second column describes the expected status, if indeed the members of that target audience are going to be able to fulfill the communications objectives stated above. For example, regarding awareness and knowledge, to successfully carry out additional communications activities themselves, the members of the target audience need to be aware of the new curriculum, have adequate information about it (its basic principles, its contents, the ways in which it is different than the previous curriculum, etc.) to be able themselves to communicate to others about it.

In a similar manner, the “Expected Status” column has been filled in for each factor as it relates to the target audiences being able to identify and carry out 2-3 actions to communicate with others about the new curriculum and otherwise support its implementation.

The “Actual Status” column needs to be filled in so we can determine what is needed to move the target audience from where they are (actual status) to where they need to be (expected status) to be able to formulate the intention to and carry out the desired actions.

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Audience Analysis

Factors ActualStatus ExpectedStatus

Awareness,knowledge

Targetaudienceisawareofthenewcurriculumandhavesufficientknowledgetocommunicateabasicunderstandingofitsmainprinciples.

Attitudes,beliefs

Targetaudiencehasapositive,enthusiasticattitudeaboutthenewcurriculumandbelievesitisagoodandnecessarymeanstoimprovelearningoutcomes.

Socialandnormativeenvironment

TheworkenvironmentencouragesindividualstotakeinitiativeandcommunicateaboutandprovidesupportfortheimplementationoftheMTcurriculum.

Self-efficacy/self-image

TargetaudiencebelievesitcancommunicateeffectivelyabouttheMTcurriculumandseesitselfasabletomakeapositivecontributiontoimplementation.

Emotionalreaction

ThetargetaudienceisexcitedaboutthenewMTcurriculumandfeelsanemotionalconnectiontoitssuccessfulimplementation.

Skills

Thetargetaudiencehastheskillstopresentandexplainwelltheprinciplesandcontentofthenewcurriculum.

Externalconstraints

Thetargetaudiencecanmakeuseofthetoolkitaswellasexistingcommunicationschannelsandresourcestoreachotheraudiences.


Step 4 (How): Defining the communication activities If our goal is to move the target audiences from the actual status to the expected status in terms of all of the factors above, then the next step is to determine the activities we can undertake that will contribute to them making that move. Thinking about it in terms of communications, we must ask ourselves what messages, delivered through what communications channels or mechanisms (formal and informal, as well as initial and ongoing) will best build awareness and knowledge and positively influence the attitudes and beliefs of our target audiences. What messages, delivered through what channels will stimulate a positive emotional reaction? What interactions and training opportunities will build skills and improve the audience’s sense of self-efficacy? Remember, communication is not a one-time activity. We want to plan for our initial round of communications by identifying the first/highest priority audiences we will try to reach. We should also plan for subsequent rounds of communications – both to reinforce the messages delivered to our first priority audiences and to enlarge the circle even further by including new and different audiences. Also remember that communication should be reinforced through multiple channels. For example, a letter sent to each individual is an important communication effort, but it should be combined with a follow up meeting or even a phone call to ensure that the letter was received and understood. This can be complemented by group meetings, events or workshops where individuals can further discuss the issues.

Lastly, remember that communications should be “two-way”. How will we use communications activities and events to also gather information and feedback from our target audiences? The feedback from target audiences is essential to improving communications (for example, if they did not understand a particular message, then that message needs to be redesigned). Only by systematically gathering feedback from our target audiences can we get to know them better and therefore design better communications to support them. Some questions to consider:

• What regular meetings or communications events already are planned or occur regularly in your region?

• Can discussion of the new MT curriculum and its implementation become a standing item to be discussed at planned or regular events and meetings?

• What resource people are available who have expertise in the new MT curriculum? Can they or other be recruited as communications “champions”?

• What existing newsletters, newspapers, or other publications could you make use of? Can basic information (drawing on this toolkit) be inserted into those publications?

• What other media (radio, television) can be used? Can leaders within the region provide interviews or discuss information about the new MT curriculum on these media?

• Can mobile telephones, websites or social media be used to convey basic information and follow up on initial communications? More importantly, can these tools be used to gather feedback from target audiences?

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• Can messages about the new MT curriculum be inserted into the speeches or presentations of regional educational leaders? Of other prominent stakeholders?

• What specific opportunities for gathering feedback can we plan? Recall that our objective is for each participant in the initial communications event to identify 2 or 3 actions they can undertake to help spread the word further about the new MT curriculum and stimulate and encourage greater support for its implementation.

We therefore want each participant to think through who they will try to reach, what they will want those people to do as a result of the communication, why will those people be motivated/encourage/willing to take that action, and how will they reach them. In other words, the strategic communications framework presented here should be used by each person to plan their subsequent communications activities. The following page contains a table that can be used to summarize the planned communications activities, in terms of the target audience (who), what that audience will be expected to do as a result of the communication (what), the awareness, knowledge, attitudes, beliefs, and motivations that need to cultivated in the target audience (why), and the activities and strategies we will deploy to reach them (how).


TableforSummarizingCommunicationsStrategy

TargetAudience Behavior Determinants Activities

Wewillhelptargetaudiences

Totakeanobservableactionundercertainconditions

ByfocusingonWhatdeterminesthatbehavior

Throughactivitiesaimedatthebehavioraldeterminants

Who?

What?

Why?

How?

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SummaryofnewMTcurriculumTo greatly improve the reading, writing, listening and speaking skills of our students, the new mother tongue curriculum provides primary school teachers and students with lessons to use in each grade throughout the school year. These lessons are designed to progressively build the skills students need to read, write, listen and speak in their mother tongues. In grades 1-4 students learn letter/fidel sounds so they can read and write unfamiliar words, learn new vocabulary so they can understand the text they are listening to or reading themselves, learn to read text easily with fewer and fewer errors, learn to comprehend what they read, and learn to write and express their own ideas. In grades 5-8, students deepen and learn to apply their reading, writing, listening and speaking skills to improve their learning in all the subjects they study.

Talkingpoints• Under the old curriculum, the reading skills of our students were not being well

developed. New syllabus, new materials, and new teaching methods were needed in order to dramatically improve the reading and writing performance of students in primary grades 1-4, and greatly enrich how students in grades 5-8 apply those skills to learn in all subjects.

• Old mother tongue instruction used to focus on teaching students the content of certain themes. The new curriculum focuses on building the reading, writing, listening and speaking skills that children need to understand the themes.

• The new curriculum places greater emphasis on building specific literacy skills in early grades (such as knowing and using letter sounds to read and write words) while also developing students’ oral language ability.

• The national syllabus provides the overview of the reading, writing and language skills students need to develop each semester of each grade.

• The scope and sequence for each language divides the school year into units and lessons. Reading, writing, listening and speaking in mother tongue are now taught through this defined sequence of units and lessons that emphasize building and applying specific reading and writing skills. Each unit includes a set of texts about a certain theme. The letters, words and vocabulary taught during a lesson are reinforced in the text used in that unit.

• Both teachers’ guides and students’ books are organized around the same sequence of units and lessons. And they include specific activities for each area of skill development.


• For grades 1-4:

o MT lessons are taught 5 days per week and reading and writing skills are taught and reinforced directly and systematically, and skills are developed and practiced by students together and individually each day.

o Each lesson in grades 1-4 includes listening to text, learning new fidels/letters (in grades 1-2), blending of fidel/letter sounds to make words, learning new vocabulary words, students reading text on their own and answering questions about what they have read, and writing.

• For grades 5-8:

o MT lessons are taught 3 times per week and the emphasis shifts from basic skill development to application of reading, writing, listening and speaking skills to learn subject matter across all subject areas.

o Each lesson in grades 5-8 includes word study (skills for understanding more complex words), reading comprehension, new vocabulary, increasing ease or fluency of reading, oral language, grammar and writing.

o Group work and student-to-student learning are also emphasized in grades 1-8.

• Teachers use the “I do – We do –You do” model (Gradual Release). During a lesson the teacher will demonstrate the skill (I do), engage students in practicing the skill with him/her (We do), and then ask students to apply the skill themselves (You do).

• The teacher should bring to class and use the teacher’s guide and should hand out to each child a copy of the student book. These materials should be used during the MT lesson.

• Teachers provide regular, positive and corrective feedback to all learners throughout each lesson. And teachers use continuous assessment and provide support and enrichment to all learners.

• Teaching is inclusive and gender responsive. Teachers are sensitive to the learning needs of girls, they also accommodate as much as possible the needs of students from different backgrounds, and adapt when possible their teaching to the special needs of students with disabilities. Teacher strive to eliminate bias in their classrooms and to treat all students equitably.

• The curriculum defines ambitious expectations for each semester of each grade. These “standards” define the skills students should develop if teachers are effectively following the curriculum. Students are expected to learn more skills and learn them sooner than they have in the past.

• The new MT curriculum materials also include activities that parents can do with their children at home that will reinforce the skills their children are learning in school.

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1. WhywereanewMTcurriculumandmaterialsneeded?

Following an increasing emphasis on improving the quality of education in the 2000s, the Ministry began to gather data on student learning outcomes. Assessments conducted in 2008, 2010, and most recently in 2014 revealed that most students across the country were not acquiring basic literacy skills in school. In response to the poor reading performance of students, the MOE and the RSEBs all agreed that the existing curriculum and materials needed to be revisited and reformed. With assistance from USAID, the MOE launched an effort to develop a new national syllabus for MT learning in all grades of primary school, and to develop new curriculum and materials in seven mother tongue languages.

2. Wheredidthisnewcurriculumcomefrom?

A long, careful process of curriculum redesign began in 2012. The existing curriculum was reviewed, and specific deficiencies in its structure and content were identified. For example, the previous curriculum placed greater emphasis on the themes, and did not devote attention to development of specific literacy skills.

A group of national curriculum specialists and language experts, assisted by local and international reading specialists, drew on international research and experience to review and revise the national syllabus for language and literacy in mother tongues.

That national syllabus was then adapted and validated by regional taskforces for each of the seven languages included in the READ TA program (Afan Oromo, Af-Somali, Amharic, Hadiyyisa, Sidaamu Afoo, Tigrinya, and Wolayttatto). Teams of regional experts with support from national and international experts carried out these adaptations.

The language specific syllabuses were used to develop scope and sequence for each year of instruction (first for grades 1-4; then for grades 5-8). The scope and sequence in each grade for each language served as the basis for developing reading, writing and oral language study units and lessons. The teachers’ guides and students’ books were all designed around these study units and lessons. Regional teams comprised of RSEB, and zonal in SNNPR, curriculum experts, regional reading and curriculum specialists, university lecturers, language experts, teachers and story writers developed the materials that are designed to reflect local context and culture.


3. Whyisitimportanttolearninmothertongue

Ethiopia has been at the forefront of countries that recognize the importance of children learning to read and write in languages that they come to school speaking. It is easiest for children to learn to read and write in a language that they know. In fact the more developed a child’s language ability is, the easier it is for that child to learn to read and write in that language.

In addition, promoting the development and use of mother tongues in the schools helps reinforce and develop those languages as important for regional and zonal communication and for cultural and social development in each region/zone.

Once children have learned to read in their mother tongue, they can “transfer” the skill of reading to any other language.

4. Whyisitimportantforchildrentolearntoreadandwriteeffectivelyanddeveloporallanguageskillsinearlygrades?

Understanding and using language are the most important skills children need to develop if they are to succeed in school. Children who learn to read and write in the earliest grades of primary school are the ones most likely to succeed in school and life. The sooner children can acquire strong literacy skills, the better able they are to apply those skills to learn all other subjects in school as well as on their own.

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5. HowisthenewMTcurriculumdifferentfromtheoldcurriculum?

OldCurriculum NewCurriculumTheMTcurriculumwaswrittenbasedonpriorexperienceanddidnotsufficientlytakeintoaccountimportantdifferencesacrosslanguages.

Scopeandsequenceislanguage-specific,basedonfrequency,transparencyandproductivityofletters/fidels.

Themebasedcontentswereemphasizedoverdevelopmentofspecificskillsinreadingandwriting.Thethemeconceptsweretheobjectiveofthelesson.

Focusisonthefivecomponents(seeFAQ#6)ofreading,onwriting,andonorallanguageskillsthroughlessonsorganizedbythemes.Theskillstobedevelopedaretheinstructionalobjective,notthetheme.

Therewasnoclearprogressionofthelanguage/readingskillstoguidetextbookdevelopmentandclassroominstruction.

Thereisaclearprogressionofskilldevelopmentemphasizedthrougharevisedscopeandsequence(specificskills,strategiesandcontenttobetaughtduringaparticulartimeperiod.)

Letters/fidelsweretaughtinalphabeticorder.

Letters/fidelsareintroducedinaspecificorderbasedonhowfrequentlytheyareusedinchildren’slanguagesothatsimplecommonwordscanbeformed.

Theflowchart,minimumlearningcompetenciesandthesyllabuswerenotaligned

Syllabus,scopeandsequence,teacherguidesandstudentbooksareallalignedanddesignedtodevelopspecificreading,writingandorallanguageskills.

Roterepetitionorchoralrecitationofthesametextwasconsideredsufficientpractice.

Childrenarenowgiventheopportunitytopracticeauthenticallyandproductively,byworkingindependentlyorinsmallgroupswithnewtextsthatbuildgraduallyuponpreviouslylearnedmaterial.Studentsarehelpedtolearnfromtheirmistakethroughconstructive,correctiveteacherfeedback.

Teachersareexpectedtodocontinuousassessment,butdonotnecessarilyhavethetoolsforit.

Continuousassessmentisbuiltintoeachlessonandreviewandingrades1-4,day5oftheweekoflessonisintendedforreviewandadditionalassessment.


6. Whatarethefivecomponentsofreadingskilldevelopment?

You will often hear reference to the 5 components or skill areas of reading. These are teachable skills every individual masters in order to become a fluent reader in any alphabetic language. These are not the only skills that matter, but they are proven to help children learn to read when taught explicitly and directly.

1. Awareness of sounds in language independent of the written words, referred to as “Phonological Awareness”

2. Linking sounds to written symbols (letters, fidels, syllables), referred to as “Graphophonemic Awareness”

3. Reading accurately with a natural-sounding speed, and expressing oneself orally or in writing, referred to as “Fluency”.

4. Knowing a large corpus of words and their meanings, known as “Vocabulary”

5. Understanding what is read or heard, referred to as “Comprehension”

7. Whatisdirectandexplicitinstruction?Decades of research have shown that children will learn faster and more effectively if the 5 reading skills are taught explicitly. This means that these skills should not be left as indirect outcomes of language study; they should be taught directly. Here are examples of how the 5 components of reading can be made explicit. The new curriculum assures instruction and practice on these skills every day in grades 1-4.

Skillarea Exampleofdirectexplicitinstructionineachskillarea

Awarenessof

sounds

Learnasongwithrhymingwords;playwordgames(replacingor

removingsoundsinwords);makinganimalormachinesounds

(“thecowgoesmmmmoooo”)

Linkingsoundsto

letters/fidels

Showingtheletterofthealphabetandlearningthesound;putting

twoletterstogetherandblendingthesoundintoasyllable;

soundingsyllablesbackwardsandforwards

Reading

accuratelyand

naturally

Repeatedpracticereadingaloud;learningsightwords;

understandingtheinfluenceofpunctuationon

expression/intonation.

Knowingwords

andtheir

meanings

Learningnewwords.Repeatedpracticereadingwordsin

differentcontexts;studyingwordmeaningthroughpicturesand

movement;learningaboutmorphology(recognizingwordroots,

prefixesandsuffixes)

Understanding

what’sbeenread

Developingpredictionsaboutthestory;inventingtitlesorstory

endings;practicinganalyzingthemeaningofstories

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8. HowareteachersbeinghelpedtoadoptthenewMTcurriculum?

All teachers in grades 1-8 will receive 10 days of initial training in the new MT curriculum and the use of the new materials. Ongoing support for teachers will also be provided by mentors. Each region is going to identify and train mentors who observe lessons, provide feedback and facilitate reflection among MT teachers. Additionally, we should consider other ways to provide ongoing opportunities for teachers to enhance and reinforce their knowledge of and skill in teaching the new MT curriculum.

For pre-service preparation of teachers, new modules are being developed and incorporated into the program of study in the CTEs. These modules are based on the new MT curriculum and will provide future teachers a solid foundation in how to teach reading, writing and oral language.

9. WhatisexpectedofteacherstoeffectivelyimplementthenewMTcurriculum?

Teachers should:

• Actively participate in the trainings • Work with their mentors and participate in group reflections with other teachers • Prepare their daily lesson plans • Develop and use teaching aids that enrich the teaching and learning process • Make use of supplementary materials whenever possible

10. Whatteachingtechniquesareteachersexpectedtouse?Students need repeated practice to build skill, become fluent readers and develop good comprehension ability. Authentic practice is different than choral recitation, or rote repetition after the teacher. The gradual release approach is an evidence-based method of instruction for developing skills by allowing students to practice in groups and individually after seeing an example of what to do.

Also known as “I do, We do, You do”, it allows the teacher to correctly model or demonstrate the learning skill, then engage children in practicing the skill together with the teacher, before allowing them to apply the skill individually. When done correctly, the teacher releases the activity to the students –moving responsibility for learning and practice to the students. In this manner, students are “gradually released” from the support of the teacher. It is during the “You do” or individual application of the skill that the teacher is able to provide feedback and individual support.

Modeling the learning skill by the teacher during the “I do” portion of the activity does not mean that the teacher gives the students a word or phrase to repeat. The teacher should demonstrate the thought process he/she is employing. For example,


[I do]: the teacher says, “I see this word” (ma). “I check the first letter, it makes the sound ‘mmm’. Now I look at the second letter, it makes the sound /a/. If I put these together it makes “ma”. [We do]: “Now, let’s try that together. Look at this word” (sa). “We check the first letter, it makes the sound “sss” [teacher & students make sound together]…” And so on. [You do]: The teacher can call on students to practice other words on the board. Students then apply the skill individually using the exercises and examples in their books. During “I do”, the teacher models, the students observe.

During “We do”, the students practice and the teacher helps. During “You do”, the students apply the skill and get additional practice.

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11. WhatshouldaGrade1-4readinglessoninclude?

Listening Text – Here the emphasis is on building listening comprehension. • Students make predictions, actively listen, recall and discuss information as the text is

read; • Students discuss the story as it unfolds and answer comprehension questions throughout

and at the end of the reading.

New or Focus Letter - Focuses on letters/fidels and their sounds. • Introducing letters/fidels of the language; • Learning and practicing the sound(s) each letter/fidel makes in words;

Blending/Segmenting - Focuses on reading words and breaking words into parts to help read and spell. • “Blending” words– reading the sounds of each letter or word-part separately, and then

saying them together; • “Segmenting” words – reading words and then breaking them into letters/fidels or word-

parts;

Sight Words - Focuses on learning some words by sight. These words will be used in the Read Yourself Text. • Learning new words by sight; • Practicing sight words learned already.

Read Yourself Text – Emphasis is on students reading independently to practice the integration of reading skills, but most importantly to develop comprehension. • Discussing the text before reading. • Reading the text and discussing it, including answering comprehension questions.

Vocabulary - Focuses on learning and using the new words that are also related to the texts being used. • Matching words with pictures or with definitions; • Using the words in a sentence.

Writing - Focuses on forming letters and words, spelling, and expressing ideas in pictures or words. • Learning how to write each letter; • Writing words with letters already known; • Writing words or sentences to share thoughts and ideas.

12. WhatshouldaGrade5-8readinglessoninclude?For grades 5-8, there are three weeks of lessons in each unit. Each week includes three, 40-minute lessons.


Each week has seven lesson elements:

• Word Study – strategies for reading and understanding complex words

• Vocabulary – learning new terms and words related to topics being studied

• Oral Language – continuing to increase speaking and listening skills

• Writing – continuing to develop skill composing different types of written composition

• Grammar – reinforcing the rules and structure of language

• Reading Fluency – increase the ease, speed and accuracy of reading

• Reading Comprehension – building the ability to understand increasingly complex text

13. Whatisthebigdifferenceinthecurriculumforgrades1-4andgrades5-8?

The main objective of grades 1-4 is for students to learn to read. In grades 1-4, the emphasis is on building the foundational skills – such as understanding letter/fidel sounds and how they combine to make words so that children can read and write unfamiliar words. MT lessons are conducted every day – 5 days per week.

The main objective of grades 5-8 is for students to read to learn. In grades 5-8, the emphasis is on deepening students reading, writing and language skills so that they can use those skills to understand increasingly complex subject content and concepts. Students also engage much more in group work and in student-to-student learning. The school year is divided into units to be covered in three weeks. MT lessons are conducted 3 days per week.

14. WhataresomethingsIshouldseeduringagoodMTlesson?

If a teacher is implementing the new curriculum in his or her classroom, some obvious things that a casual observer should see include:

• Students with their books open to the unit and lesson that the teacher is working on that day.

• The teacher having students read from the appropriate page in their books and not just from what the teacher may have written on the blackboard.

• Students using their books to practice specific skills individually, in pairs or in small groups.

• Students listening to someone read text and students reading text individually at some point in the lesson.

• Students being called on individually to read aloud from their books. And the teacher gently providing corrective feedback when the student makes a mistake.

• After any text is read, students should be answering questions about that text.

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• Teachers making extra effort to ensure girls and boys participate equally in the lesson, and teachers finding ways to ensure that students with special needs can also equally participate.

15. WhatmaterialssupportthenewMTcurriculum? In addition to their daily lesson plans:

• Every teacher should come to class with the teacher’s guide and a copy of the student book for the grade she or he is teaching. Teacher guides should be available at a 1:1 ratio – one guide for each teacher.

• Every student should have the student book (1:1 ratio).

The implementation of the new MT curriculum can also be greatly enhanced by use of teaching aids (letter cards, flashcards, big books, etc.) and supplementary materials, such as story books appropriate to a variety of reading levels, included books specifically designed for beginning readers (known as “decodable books”).

16. Whatistheexpectedsequenceofreadingskill

developmentingrades1-4? Emphasis at the start of grade 1 is on learning the basics – letters/fidels and the sounds they make. However, letters/fidels are introduced in such a way (based on how frequently they appear in common words in the vocabulary of young students) that students and teachers can put letters/fidels together to form words that students can then read. Oral language skills are also developed. All five components of reading are taught, and emphasis shifts away from letters/fidels and their sounds and more onto building fluency, vocabulary and comprehension. Students should build their ability to read fluently – reading text accurately, at an increasingly natural rate, and with intonations and expression – and to comprehend text appropriate for their grade level. All students should be able to independently read and comprehend grade level text by the end of grade 4. With good teaching, many students can be helped to achieve independent reading even before that. Below, the specific progression of minimum expectations for skill development from grade 1 to 4 are summarized.

StagesofReadingSkillDevelopment Expectation• Decodingindividualwords(sayingtheindividualsoundsinthewords).

• Abletore-readwordsmoothly.• Readsatleast90%ofthewordscorrectly(maybeslow)

Studentsreach

thislevelbythe

endofSemester1

ofGrade1.


• Reads�mostly�word-by-word.�• Mayreadtwo-or-three-wordphrases(butmaynotfollowmeaningfulphrasing)

• Someuseofpausingandintonationforendpunctuation(maybeinconsistent)

• Readsatleast90%ofthewordscorrectly(maybeslow)

Studentsreach

thislevelbythe

endofSemester2

ofGrade1.

• Reads�mostly�in�two-word�phrases,some�three-�or�four-wordsphrases.

• Maybesome�word-by-word�reading.• Word�groupings�mayseem�awkward,maynotconnecttothemeaningorcontextoftext.

• Someuseofpausingandintonationforendpunctuation(maybeinconsistent).

• Readsatleast90%ofthewordscorrectly.

Studentsreach

thislevelbythe

endofSemester1

ofGrade2.

• Reads�mostly�in�three-or�four-word�phrase�groups.�• Some�smaller�groupings.�• Most�phrasing�is�appropriateforthetext.• Someofthestoryisreadwithappropriatestress,intonation,andpausing.


Studentsreach

thislevelbythe

endofSemester2

ofGrade2.

• Reads�mostlyin�large,meaningful�phrase�groups.�• Mayhavesomesmallmistakesorrepetitions,buttheydon’timpactthemeaning.

• Mostorall�of�the�story�is�read�with�appropriatestress,intonation,andpausing.


Studentsreach

thislevelbythe

endofSemester1

ofGrade3.

• Readsthetextassentencesandparagraphs–almostlikewhentalking.

• Readsthetextfluentlyandwithease,evenifsometimesslowly.


Studentsreach

thislevelbythe

endofSemester1

ofGrade4.

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